Analysis of FNIRS Usability in Educational Activities with Children and Young People with Intellectual Disability and Autism

Author(s):Show less -

Priscila BENITEZ ^[1] ; Camila DOMENICONI ^[2] ; Amanda Yumi Ambriola OKU ^[3] ; Raimundo da Silva SOARES JUNIOR ^[4] ; Fernanda Yumi Ribeiro MORI ^[5] ; Lincoln SASSAKI ^[6] ; Thainá Letícia Dourado MOURA ^[7] ; Thariny OLIVEIRA ^[8] ; Lizbeth Conti de Carvalho OLIVEIRA ^[9] ; Giovana da SILVA ^[10] ; João Ricardo SATO ^[11] ; Marcelo Salvador CAETANO ^[12]

Affiliation:Show less -

^[1] Universidade Federal do ABC (UFABC) - Brasil

^[2] Universidade Federal de São Carlos (UFSCar) - Brasil

^[3] Universidade de São Paulo (USP) - Brasil

^[4] UFABC - Brasil

^[5] UFSCar - Brasil

^[6] UFABC - Brasil

^[7] UFABC - Brasil

^[8] Universidade Federal de São Paulo (Unifesp). Departamento de Psicobiologia. Núcleo de Estudo em Cognição Social - Brasil

^[9] Clínica CLIA: Psicologia, Saúde e Educação - Brasil

^[10] Clínica CLIA: Psicologia, Saúde e Educação - Brasil

^[11] Universidade Federal do ABC - Brasil

^[12] UFABC - Brasil

• Document type: Journal article
• Source: Rev. bras. educ. espec.; v. 29, 2023-07-31.

Abstract

ABSTRACT: Methods in cognitive neuroscience can assist educational planning of teachers in the context of Special Education, as they favor personalized practices that value individual students with Autism Spectrum Disorder (ASD) and/or Intellectual Deficiency (ID). Therefore, this study aimed to verify the feasibility of using functional near-infrared spectroscopy (fNIRS) in clinical naturalistic situation with children and young people with ASD and/or ID during teaching tasks. In addition, the study sought to identify training strategies so that children and young people use the equipment during the activity. Seven students diagnosed with ASD and/or ID were trained with mathematics, reading and emotional expressiveness, according to their respective previous educational curricula. Each participant was exposed to two tasks in each activity, one in which he/she already had a domain and one that needed support to issue an independent response. The results indicated the feasibility of using fNIRS in this natural context of the child and the young student and provided implicit measures beyond the observational arrangement measures and task error. This is an important demonstration of the feasibility of using fNIRS in experiments in the context of Special Education. (AU)

• FAPESP's process: 18/21934-5 - Network statistics: theory, methods, and applications
• Grantee: André Fujita
• Support Opportunities: Research Projects - Thematic Grants
• FAPESP's process: 19/25795-2 - Evaluation of computerized teaching protocols
• Grantee: Marcelo Salvador Caetano
• Support Opportunities: Regular Research Grants
• FAPESP's process: 08/57705-8 - Institute for the Study of Behavior, Cognition and Teaching
• Grantee: Deisy das Graças de Souza
• Support Opportunities: Research Projects - Thematic Grants
• FAPESP's process: 21/05332-8 - Brazilian high-risk cohort for psychiatric disorders: 10 years follow-up
• Grantee: Rodrigo Affonseca Bressan
• Support Opportunities: Research Projects - Thematic Grants
• FAPESP's process: 20/04777-3 - Mathematics for students with autism: use of ocular measures in the teaching of relations between stimuli
• Grantee: Thainá Letícia Dourado Moura
• Support Opportunities: Scholarships in Brazil - Scientific Initiation