Intervenção psicopedagógica precoce nas habilidades básicas da aprendizagem em criança com transtorno do espectro autista

Abstract

Autism Spectrum Disorder (ASD) is characterized by neurodevelopmental alterations that affect communication, social interaction, and behavior, which may compromise the development of essential skills for learning. In this context, early intervention becomes fundamental to stimulate cognitive and psychomotor competencies during early childhood, a period marked by high neural plasticity. The present study aimed to analyze the process of early psychopedagogical intervention focused on the development of basic learning skills in a child with ASD. This study adopted a qualitative approach, with exploratory and descriptive characteristics, a longitudinal design, and was classified as action research. The participant was a 4-year-and-4-month-old male child who received assistance at the Psychopedagogy Clinic-School of the Federal University of Paraíba (UFPB). The initial assessment was conducted through the Inventário Portage Operacionalizado (Portage Operationalized Inventory), which allowed the identification of delays in cognitive and psychomotor areas. The intervention was carried out over 21 individual psychopedagogical sessions, structured with playful activities and visual resources aimed at developing attention, imitation, perception, language, and motor coordination. The results indicated improvements in the participant’s engagement, in the comprehension of commands, in task organization, and in the execution of motor activities, demonstrating progress in basic learning skills. It is concluded that early psychopedagogical intervention contributes to the development of learning predictor skills in children with ASD, providing theoretical and practical support for clinical psychopedagogical practice and for future studies in this field of knowledge.