Current Issue

Vol. 43 No. 130 (2026)
View Vol. 43 No. 130 (2026)
Published: 2026-04-24

Full Issue

Editorial

  • Between legacies and continuities in Brazilian psychopedagogy

    Luciana Barros de Almeida
    1-6
    DOI: https://doi.org/10.51207/2179-4057.20260022

Original Articles

  • Literacy policies during the COVID-19 pandemic in Brazil

    Renan de Almeida Sargiani, Marcos César Rodrigues de Miranda
    7-22
    DOI: https://doi.org/10.51207/2179-4057.20260005

  • Impact of excessive use of social media on academic performance

    José Afonso Isidório, Diogo Araújo DeSousa, Karla Goes Bezerra
    23-35
    DOI: https://doi.org/10.51207/2179-4057.20260011

  • Intervention in executive functions, comprehension and meta-comprehension of reading in children with ADHD

    Analice Oliveira Fragoso, Lara Poggio de Andrade, Alessandra Gotuzo Seabra
    36-47
    DOI: https://doi.org/10.51207/2179-4057.20260017

  • Development of instruments for the assessment of reading routes

    Patrícia Silva Lúcio
    48-60
    DOI: https://doi.org/10.51207/2179-4057.20260003

  • Number sense assessment Studies with the Number Sense Brief

    Fabiana de Miranda Rocha-Luna, Raquel Elisa Weber, Luciana Vellinho Corso
    61-72
    DOI: https://doi.org/10.51207/2179-4057.20260007

  • Playful intervention program for executive functions Evaluation at school

    Bruna Santana Anastácio, Daniela Karine Ramos
    73-87
    DOI: https://doi.org/10.51207/2179-4057.20260001

  • Spelling of 5th year students Proposal for intervention after remote teaching

    Maria Eduarda Claro de Souza, Ana Paula Rigatti Scherer
    88-96
    DOI: https://doi.org/10.51207/2179-4057.20260014

  • Applicability of an intervention program to promote executive functions

    Andressa Machado Cecato, Giovanna Bernardes Cruz, Grace Zauza Prado Amorim, Maria Cristina Triguero Veloz Teixeira, Gabriela Eunju Ra, Luiz Renato Rodrigues Carreiro, Alessandra Gotuzo Seabra
    97-114
    DOI: https://doi.org/10.51207/2179-4057.20260016

  • Toy preference profile of children with autism spectrum disorder

    Gabriela Nascimento Oliveira Moreira, Matheus Phellipe Santos Felix da Silva, Aryelly da Silva Serafim, Walter Franklin Marques Correia, Keise Bastos Gomes da Nóbrega, Wellington Pinheiro dos Santos, Ana Cristina de Albuquerque Montenegro
    115-122
    DOI: https://doi.org/10.51207/2179-4057.20260008

  • Effects of meditation on the quality of life of patients with learning disabilities

    Áurea Alves Guimarães, Carolina Lisbôa Mezzomo, Denis Altieri de Oliveira Moraes
    123-133
    DOI: https://doi.org/10.51207/2179-4057.20260004

Review Article

  • ASD and phonological awareness assessment A systematic review with meta-analysis

    Alessandra Cristina Vieira de Araújo, Carla Alexandra da Silva Moita Minervino, Filomena Maria Gonçalves da Silva Cordeiro Moita
    134-145
    DOI: https://doi.org/10.51207/2179-4057.20260019

  • The voices in autism spectrum disorder A systematic review

    Beatriz Machado Dias, Clarissa Pinto Pizarro de Freitas, Luciana Fontes Pessôa
    146-158
    DOI: https://doi.org/10.51207/2179-4057.20260009

  • Empathy(s) in autism and typical development A systematic review

    Edizângela de Fátima Cruz de Souza, Gabriella Medeiros Silva, Lilian Kelly de Sousa Galvão, Cleonice Pereira dos Santos Camino
    159-171
    DOI: https://doi.org/10.51207/2179-4057.20260006

  • The written language of people with Autism Spectrum Disorder (ASD) A literature review

    Lucineide de Araújo Rosa, Márcio Roberto Almeida Pina, Ana Paula de Oliveira Santana
    172-184
    DOI: https://doi.org/10.51207/2179-4057.20260021

  • TEACCH in Brazil A systematic literature review

    Denise Soares da Silva Alves, Maria Elisa Granchi Fonseca
    185-198
    DOI: https://doi.org/10.51207/2179-4057.20260012

  • Psychomotor intervention with autistic children Systematic review (2014-2024)

    Paulo Cesar Cadima Junior, José Irineu Gorla, Sônia das Dores Rodrigues
    199-209
    DOI: https://doi.org/10.51207/2179-4057.20260018

  • Inclusive education of students with dyslexia Neuropsychopedagogical strategies

    Karina Bueno Timachi
    210-215
    DOI: https://doi.org/10.51207/2179-4057.20260002

  • Approaches between UDL and Behavior Analysis Implications for inclusive education

    Tuane de Oliveira Lima, Mônica Helena Tieppo Alves Gianfaldoni
    216-226
    DOI: https://doi.org/10.51207/2179-4057.20260020

  • The pre-cover/pre-mask phase as a possibility in public policy actions for children and young people

    Gelson Vanderlei Weschenfelder
    227-237
    DOI: https://doi.org/10.51207/2179-4057.20260013

  • Ergonomic arrangements for learning Educational arrangements and strategies for teaching environments

    Dante Ogassavara, Jeniffer Ferreira-Costa, Fabiane Almeida, Thais da Silva-Ferreira, José Maria Montiel
    238-246
    DOI: https://doi.org/10.51207/2179-4057.20260010

Review

  • Outsmart your brain Book review

    Luiza Zanella Gusmão, Roberta Ekuni
    247-249
    DOI: https://doi.org/10.51207/2179-4057.20260015
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