EMBASAMENTO PSICOLÓGICO COMPORTAMENTAL NO DESENVOLVIMENTO DE JOGOS SÉRIOS DIGITAIS PARA INDIVÍDUOS COM TRANSTORNO DO ESPECTRO AUTISTA: REVISÃO SISTEMÁTICA

Richard  Brancato; Francisco  Douglas Lima Abreu; Henrique  da Costa Rodrigues; Silvia  Cristina Martini Rodrigues; Luci Mendes de Melo Bonini; Marcia  Aparecida Silva Bissaco

Richard Brancato Universidade de Mogi das Cruzes https://orcid.org/0000-0001-5240-7855
Francisco Douglas Lima Abreu Universidade de Mogi das Cruzes https://orcid.org/0000-0002-8912-6026
Henrique da Costa Rodrigues Universidade de Mogi das Cruzes https://orcid.org/0000-0002-0858-4050
Silvia Cristina Martini Rodrigues Universidade de Mogi das Cruzes https://orcid.org/0000-0002-0858-4050
Luci Mendes de Melo Bonini Universidade de Mogi das Cruzes https://orcid.org/0000-0001-6426-218X
Marcia Aparecida Silva Bissaco Universidade de Mogi das Cruzes https://orcid.org/0000-0002-3219-2567

Palavras-chave: Autismo. Revisão Sistemática. Psicologia. Jogos Sérios.

Resumo

O Transtorno do Espectro Autista (TEA) é um distúrbio do neurodesenvolvimento que atualmente atrai a atenção de muitos pesquisadores, incluindo desenvolvedores de Jogos Sérios (SG) devido à condição espectral desse transtorno. Jogos Sérios são softwares desenvolvidos com princípios do design de jogo interativo, com objetivo em transmitir conteúdos educacionais, treinamentos ou fins terapêuticos, o qual deve possuir evidências empíricas sobre efeitos positivos para o utilizador. Muitos destes pesquisadores utilizam de teorias, métodos e técnicas da psicologia para ampliar a funcionalidade de seus Jogos Sérios. O presente estudo propõe-se trazer a luz os embasamentos teóricos da psicologia comportamental utilizados no desenvolvimento de SG para indivíduos com TEA, observando também como são utilizados estes embasamentos, as similaridades em sua aplicabilidade e se os resultados obtidos com a aplicação podem estar relacionados.

Biografia do Autor

Richard Brancato, Universidade de Mogi das Cruzes

Bacharel em Psicologia pela Universidade de Mogi das Cruzes.

Francisco Douglas Lima Abreu, Universidade de Mogi das Cruzes

Mestre em Engenharia Biomédica pela Universidade de Mogi das Cruzes (UMC).

Henrique da Costa Rodrigues, Universidade de Mogi das Cruzes

Mestrando em Engenharia Biomédica pela Universidade de Mogi das Cruzes (UMC).

Silvia Cristina Martini Rodrigues, Universidade de Mogi das Cruzes

Doutora em Engenharia elétrica pela Universidade de São Paulo, docente no Programa de Mestrado em Doutorado em Engenharia Biomédica da Universidade de Mogi das Cruzes (UMC).

Luci Mendes de Melo Bonini, Universidade de Mogi das Cruzes

Doutora em Comunicação e Semiótica pela PUC-SP. Docente no Programa de Mestrado em Políticas Públicas da Universidade de Mogi das Cruzes (UMC).

Marcia Aparecida Silva Bissaco, Universidade de Mogi das Cruzes

Doutora em Física computacional pela Universidade de São Paulo, docente no Programa de Mestrado e Doutorado em engenharia Biomédica da Universidade de Mogi das Cruzes (UMC).

Referências

ALLEN, K. L. et al. DSM--IV--TR and DSM-5 eating disorders in adolescents: Prevalence, stability, and psychosocial correlates in a population-based sample of male and female adolescents. Journal of Abnormal Psychology, v. 122, n. 3, p. 720, 2013.

ALMEIDA, L. M. et al. ALTRIRAS : A Computer Game for Training Children with Autism Spectrum Disorder in the Recognition of Basic Emotions. Interntional Journal of Computer Games Tecnology. v. 2019, 2019.

AMERICAN PSYCHIATRIC ASSOCIATION. Diagnostic And Statistical Manual Of Mental Disorders: DSM-5, Fifth Edition. Arlington, VA: [s.n.]. v. 11.

BEN-SASSON, A.; LAMASH, L.; GAL, E. To enforce or not to enforce? The use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder. Sage, 2013.

BERNARDINI, S.; PORAYSKA-POMSTA, K.; SMITH, T. J. ECHOES: An intelligent serious game for fostering social communication in children with autism. Information Sciences, v. 264, p. 41–60, abr. 2014.

BONDY, A.; FROST, L. The Picture Exchange Communication System. Behavior Modification, 2001.

BONO, V. et al. GOLIAH: A Gaming Platform for Home-Based Intervention in Autism – Principles and Design. Frontiers in Psychiatry, v. 7, n. April, p. 1–16, 28 abr. 2016.

CALDERÓN, A.; RUIZ, M. A systematic literature review on serious games evaluation: An application to software project management. Computers & Education, 2015.

CARIA, S. et al. The Design of Web Games for Helping Young High-Functioning Autistics in Learning How to Manage Money. Mobile Networks and Applications, v. 23, n. 6, p. 1735–1748, 31 dez. 2018.

CASALE, M. B. et al. One Size Does Not Fit All: A Smarter Way to Develop Computer Assisted Interventions for Children with ASD. International Journal of Serious Games, 2015.

CASSIDY, S. A. et al. Expressive visual text-to-speech as an assistive technology for individuals with autism spectrum conditions. Computer Vision and Image Understanding, v. 148, p. 193–200, 2016.

CHARLTON, BERYL; WILLIAMS, RANDY LEE; MCLAUGHLIN, T. F. Educational Games: A Technique to Accelerate the Acquisition of Reading Skills of Children with Learning Disabilities. International Journal of Special Education, v. 20, n. 2, p. 66–72, 2005.

CONNOLLY, T. M. et al. Computers & Education A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, v. 59, n. 2, p. 661–686, 2012.

DAOUADJI AMINA, K.; FATIMA, B. MEDIUS: A Serious Game for Autistic Children Based on Decision System. Simulation & Gaming, v. 49, n. 4, p. 423–440, 28 ago. 2018.

DAWSON, G. Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder. Development and Psychopathology, v. 20, n. 3, p. 775–803, 2008.

DUNN, W.; BROWN, C. Factor Analysis on the Sensory Profile From. The American Journal of Occupational Therapy, v. 51, n. 7, p. 490–495, 1997.

FRANCIS, K.; PSYCHIATRIST, C. Review Autism interventions : a critical update. Developmental Medicina and Child Neurology. 493–499, 2017.

HERNANDES, E. et al. Using GQM and TAM to evaluate StArt – a tool that supports Systematic Review. CLEI Electronic Journal, v. 15, n. 1, 2012.

INITIATIVE, H. T. A. STANDARD QUALITY ASSESSMENT CRITERIA for Evaluating Primary Research Papers from a Variety of Fields. [s.l: s.n.].

KANNER, L. Autistic Disturbances of Affective Contact. In: Nervous Child. New York: [s.n.]. p. 217–230.

KHOWAJA, K.; SALIM, S. S. Serious Game for Children with Autism to Learn Vocabulary : An Experimental Evaluation Serious Game for Children with Autism to Learn Vocabulary : An Experimental. International Journal of Human–Computer Interaction, v. 00, n. 00, p. 1–26, 2018.

LEAR, K. Ajude-nos a aprender. Toronto, Ontario – Canada: [s.n.]. v. 2

MELLO, A. M. S. R. DE et al. Retratos do autismo no Brasil. Secretaria Nacional de Promoção dos Direitos da Pessoa com Deficiência, 2013.

MERCADO, J. et al. Developing and evaluating a BCI video game for neurofeedback training : the case of autism. Multimedia Tools aplication. 2018.

MOREIRA, M.B; MEDEIROS, C. A. D. E. Princípios Básicos de Análise do comportamento. Porto Alegre: Artmed, 2007.

ORNITZ, E. M.; GUTHRIE, D. Long‐Term Habituation and Sensitization of the Acoustic Startle Response in the Normal Adult Human. Psychophysiology, v. 26, n. 2, p. 166–173, 1989.

RAJENDRAN, G. Virtual environments and autism: A developmental psychopathological approach. Journal of Computer Assisted Learning, v. 29, n. 4, p. 334–347, 2013.

REDFIELD, R. R. et al. Morbidity and Mortality Weekly Report Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years-Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2014 Centers for Disease Control and Prevention MMWR Editorial and. MMWR Surveill Summ., v. 67, n. 6, p. 2, 2014.

ROGERS, S. J. Neuropsychology of autism in young children and its implications for early intervention. Mental Retardation and Developmental Disabilities Research Reviews, v. 4, n. 2, p. 104–112, 1998.

ROGERS, S. J.; HEPBURN, S.; WEHNER, E. Parent Reports of Sensory Symptoms in Toddlers with Autism and Those with Other Developmental Disorders. J. Autism Dev. Disorder. v. 33, n. 6, 2003.

ROGERS, S. J.; LEWIS, H. An Effective Day Treatment Model for Young Children with Pervasive Developmental Disorders. Journal of the American Academy of Child and Adolescent Psychiatry, v. 28, n. 2, p. 207–214, 1989.

SAMPAIO, R. F.; MANCINI, M. C. Estudos de Revisão Sistemática: Um guia para síntese criteriosa da evidência científica. Revista Brasileira de Fisioterapia, v. 11, n. 1, p. 83–89, 2007.

SERRET, S. et al. Facing the challenge of teaching emotions to individuals with low- and high-functioning autism using a new Serious game : a pilot study. Molecular Autism. p. 1–17, 2014.

SERRET, S. et al. Teaching Literacy Skills to French Minimally Verbal School-Aged Children with Autism Spectrum Disorders with the Serious Game SEMA-TIC : An Exploratory Study. Frontiers in Psychology. v. 8, n. September, 2017.

SKINNER, B. F. Sobre o Behaviorismo. São Paulo: Cultrix, 1974.

SUSI, T.; JOHANNESSON, M.; BACKLUND, P. Serious Games – An Overview. Technical Report, p. 28, 2007.

TOURINHO, E. Z. Estudos conceituais na análise do comportamento. Temas psicol, v. 7, n. 3, p. 213–222, 1999.

WAINER, A. L.; INGERSOLL, B. R. Research in Autism Spectrum Disorders The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders. ScienceDirect Research, v. 5, p. 96–107, 2011.

WANG, X.; XING, W.; LAFFEY, J. M. Autistic youth in 3D game-based collaborative virtual learning : Associating avatar interaction patterns with embodied social presence. British Jounal of Educational Technology. v. 49, n. 4, p. 742–760, 2018.

YEUNG, R. From impasse to insight in autism research : From behavioral symptoms to biological explanations. Development and Psychopathology, v. 9, p. 389–419, 1997.