O potencial dos jogos na autorregulação das emoções de crianças com Transtorno do Espectro Autista – grau leve

Abstract

The present research aims to understand the aspects that involve the process of emotional self-regulation of children with Autism Spectrum Disorder (ASD), having in the games the support for this development. The specific objectives are: to identify the aspects involved in the self-regulation of emotions in children with ASD; to characterize the potential of games as favoring the self-regulation of emotions; and to develop a game capable of enhancing the emotional self-regulation of children with ASD. The guiding question of this study was: how can the use of games become a potentiator of self-regulation of emotions in children with ASD? It is a qualitative and collaborative research, with an exploratory and descriptive character, which establishes familiarity with the theme, enabling the construction of results. The research was developed with teachers, psychopedagogues and psychologists who work with children with ASD in the city of Feira de Santana-Ba. The devices for data collection were: semi-structured interviews and five reflective sessions on the subject. This study resulted in the production of three scientific articles that are contained in chapter II and are entitled: "Emotional self-regulation in children with Autism Spectrum Disorder: Challenges for learning". In sequence, the second article is titled: “Games and emotional self regulation in Autistic Spectrum Disorder”. The last article is titled: “Destiny is Me: Recognizing and Regulating Emotions in Autism Spectrum Disorder”. As a result, we have confirmed the assumption that games have the potential to regulate emotions in autistic children, and that this potential is born under the aegis of the essentially human condition: playing and driving the organization of information in the brain and the formation of meanings of the stimuli coming from the environment. environment. As a product, a game was born whose main function is to enhance emotional self-regulation in ASD. We conclude that the child with ASD regulates their emotions, however, in an atypical way, requiring a mediating instrument that generates adaptive responses.