Cognição social em crianças com transtorno do espectro autista

Amanda Contieri; Ana Lúcia Silva Gomes; Thalita Francielli Lopes Ferreira; Rita de Cássia Coutinho Vieira Fornasari; Janaína Aparecida de Oliveira Augusto; Sylvia Maria Ciasca

doi:10.51207/2179-4057.20250017

Authors

Amanda Contieri Universidade Estadual de Campinas, Campinas, São Paulo, Brasil
Ana Lúcia Silva Gomes Universidade Estadual de Campinas, Campinas, São Paulo, Brasil
Thalita Francielli Lopes Ferreira Universidade Estadual de Campinas, Campinas, São Paulo, Brasil
Rita de Cássia Coutinho Vieira Fornasari Universidade Estadual de Campinas, Campinas, São Paulo, Brasil
Janaína Aparecida de Oliveira Augusto Universidade Presbiteriana Mackenzie, São Paulo, São Paulo, Brasil
Sylvia Maria Ciasca Universidade Estadual de Campinas, Campinas, São Paulo, Brasil

DOI:

https://doi.org/10.51207/2179-4057.20250017

Keywords:

Children, Autism Spectrum Disorder, Social Cognition, Intervention

Abstract

Social cognition can be defined as a set of skills related to perceptions and information processing, related to social readings of the environment in which the child is inserted. The literature has described significant deficits in this area in people with Autism Spectrum Disorder, causing impairments in social interaction in this population. The present work aims to carry out an integrative review of interventions aimed at promoting social cognition in children with Autism Spectrum Disorder. Therefore, the SciELO, PsycINFO and PubMed/MEDLINE databases were consulted. The search resulted in seven studies, six of which were randomized clinical trials and one case control study. Most of the studies were focused on the development of skills that involved Theory of Mind; in addition, high variability in the materials used in the interventions was identified. In general, the selected articles indicated improvements in social interaction, social skills and Theory of Mind. In this sense, the stimulation of social cognition skills can favor improvements in the quality of life of children with Autism Spectrum Disorder.

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Author Biographies

Amanda Contieri, Universidade Estadual de Campinas, Campinas, São Paulo, Brasil

Graduada em Psicologia pela Universidade São Francisco (USF), aluna do curso de extensão Neuropsicologia Infantil pela UNICAMP.

Ana Lúcia Silva Gomes, Universidade Estadual de Campinas, Campinas, São Paulo, Brasil

Graduada em Psicologia pela Universidade Federal de São Carlos (UFSCAR), aluna do curso de extensão Neuropsicologia Infantil na UNICAMP.

Thalita Francielli Lopes Ferreira, Universidade Estadual de Campinas, Campinas, São Paulo, Brasil

Graduada em Psicologia pela Universidade Paulista (UNIP), mestranda em Neurologia na Faculdade de Ciências Médicas da UNICAMP.

Rita de Cássia Coutinho Vieira Fornasari, Universidade Estadual de Campinas, Campinas, São Paulo, Brasil

Graduada em Fonoaudiologia pela Pontifícia Universidade Católica de Campinas (PUCCAMP), mestranda em Neurologia na Faculdade de Ciências Médicas da UNICAMP.

Janaína Aparecida de Oliveira Augusto, Universidade Presbiteriana Mackenzie, São Paulo, São Paulo, Brasil

Graduada em Psicologia pela Universidade São Francisco (USF), Mestre em Distúrbios do Desenvolvimento pela UPM, doutoranda em Ciências do Desenvolvimento Humano na UPM.

Sylvia Maria Ciasca, Universidade Estadual de Campinas, Campinas, São Paulo, Brasil

Professora Associada III. Departamento de Neurologia - Faculdade de Ciências Médicas da UNICAMP; Coordenadora do DISAPRE/FCM/UNICAMP.

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