Perfil de preferências de brinquedos de crianças com o transtorno do espectro do autismo

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

doi:10.51207/2179-4057.20260008

Authors

Gabriela Nascimento Oliveira Moreira Universidade Federal de Pernambuco
Matheus Phellipe Santos Felix da Silva Universidade Federal de Pernambuco
Aryelly da Silva Serafim Universidade Federal de Pernambuco
Walter Franklin Marques Correia Universidade Federal de Pernambuco
Keise Bastos Gomes da Nóbrega Universidade Federal de Pernambuco
Wellington Pinheiro dos Santos Universidade Federal de Pernambuco
Ana Cristina de Albuquerque Montenegro Universidade Federal de Pernambuco

DOI:

https://doi.org/10.51207/2179-4057.20260008

Keywords:

Autism, Design, Toy, Child, Patient Preference

Abstract

Objective: To analyze the toy preference profile of children with autism spectrum disorder (ASD). Methods: This analytical, cross-sectional, observational study involved 64 parents or guardians of children diagnosed with ASD aged 2 to 8 years, who attended a teaching clinic. Data were collected through the Indirect Preference Assessment (IPA) application and organized in Excel spreadsheets for statistical analysis. Results: The 64 participants’ most frequent responses regarding toys were toy cars (40.62%), shape sorters (40.62%), ball (21,88%), soap bubbles (15.62%), musical instruments (17.18%), and toys with auditory stimuli (15.62%). The results were associated with the clinical characteristics of ASD. Considerations: This study demonstrated a preference for toy cars and shape sorters among the sample children, providing a basis for future, more detailed and comprehensive investigations into the relationship between ASD characteristics and toy preferences in this population.

Downloads

Download data is not yet available.

References

American Psychiatric Association. (2014). Manual diagnóstico e estatístico de transtornos mentais: DSM-5 (5ª ed.). Artmed.

Albuquerque, I., & Benitez, P. (2020). O brincar e a criança com transtorno do espectro autista: Revisão de estudos brasileiros. Revista Ibero-Americana de Estudos em Educação, 15(4), 1939-1953. https://doi.org/10.21723/riaee.v15i4.13629

Charman, T., Pickles, A., Simonoff, E., Chandler, S., Loucas, T., & Baird, G. (2010). IQ in children with autism spectrum disorders: Data from the Special Needs and Autism Project (SNAP). Psychological Medicine, 41(3), 619-627. https://doi.org/10.1017/S0033291710000991

Centers for Disease Control and Prevention. (2024). Signs and symptoms of autism spectrum disorder. https://www.cdc.gov/autism/signs-symptoms/index.html

Gunn, K. C. M., & Delafield-Butt, J. T. (2015). Teaching children with autism spectrum disorder with restricted interests: A review of evidence for best practice. Review of Educational Research, 85(4), 1-27. https://doi.org/10.3102/0034654315604027

Harrop, C., Jones, D. R., Sasson, N. J., Zheng, S., Nowell, S. W., & Parish-Morris, J. (2020). Social and object attention is influenced by biological sex and toy gender-congruence in children with and without autism. Autism Research, 13(5), 763-776. https://doi.org/10.1002/aur.2245

Hull, L., Heuvelman, H., Golding, J., Mandy, W., & Rai, D. (2023). Gendered play behaviours in autistic and non-autistic children: A population-based cohort study. Autism, 27(5), 1449-1460. https://doi.org/10.1177/13623613221139373

Iltchenco, A., & Ribas, L. (2022). Características interacionais do brincar em crianças com suspeita do transtorno do espectro autista. Distúrbios da Comunicação, 34(1), 1-10.

Leal, B., Gradim, L., & Souza, V. (2020). Habilidades sociais em crianças com transtorno do espectro autista: Uma análise da prática em terapia ocupacional. Revista Interinstitucional Brasileira de Terapia Ocupacional, 5(1), 121-139. https://doi.org/10.47222/2526-3544.rbto33945

Lira, M. M. S., Gonçalves, B. S., Acioly, A. S. G., & Torres, M. L. (2023). A influência da cor de objetos lúdicos para crianças com autismo sob a perspectiva de profissionais de apoio e familiares. Temática, 19(12), 1-15. https://doi.org/10.22478/ufpb.1807-8931.2023v19n12.68800

Mattos, J. C. (2019). Alterações sensoriais no transtorno do espectro autista (TEA): Implicações no desenvolvimento e na aprendizagem. Revista Psicopedagogia, 36(109), 87-95.

Montenegro, A. C. A., Lima, R. A. S. C., & Xavier, I. A. L. N. (2024). Método DHACA: Desenvolvimento das habilidades de comunicação no autismo (1ª ed.). Book Toy.

Murdock, L. C., & Hobbs, J. Q. (2010). Picture me playing: Increasing pretend play dialogue of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 41(7), 870-878. https://doi.org/10.1007/s10803-010-1108-6

Osório, J. M. A., Rodríguez-Herreros, B., Richetin, S., Junod, V., Romascano, D., Pittet, V., Chabane, N., Jequier Gygax, M., & Maillard, A. M. (2021). Sex differences in sensory processing in children with autism spectrum disorder. Autism Research, 14(11), 2412-2423. https://doi.org/10.1002/aur.2580

Shaw, K. A., Williams, S., Patrick, M. E., Valencia-Prado, M., Durkin, M. S., Howerton, E. M., Ladd-Acosta, C. M., Pas, E. T., Bakian, A. V., Bartholomew, P., Nieves-Muñoz, N., Sidwell, K., Alford, A., Bilder, D. A., DiRienzo, M., Fitzgerald, R. T., Furnier, S. M., Hudson, A. E., Pokoski, O. M., Shea, L., … Maenner, M. J. (2025). Prevalence and early identification of autism spectrum disorder among children aged 4 and 8 years—Autism and Developmental Disabilities Monitoring Network, 16 sites, United States, 2022. MMWR Surveillance Summaries, 74(SS-2), 1-22. https://doi.org/10.15585/mmwr.ss7402a1

Young, H., Oreve, M. J., & Speranza, M. (2018). Clinical characteristics and problems diagnosing autism spectrum disorder in girls. Archives de Pédiatrie, 25(6), 399-403. https://doi.org/10.1016/j.arcped.2018.06.008