Azoni, Cintia Alves SalgadoMessias, Bárbara Louise Costa2025-04-112024-08-26MESSIAS, Bárbara Louise Costa. Linguagem escrita em crianças e adolescentes com Transtorno do Espectro Autista: da avaliação à intervenção. Orientadora: Dra. Cíntia Alves Salgado Azoni. 2024. 92f. Dissertação (Mestrado em Fonoaudiologia) - Centro de Ciências da Saúde, Universidade Federal do Rio Grande do Norte, Natal, 2024.https://repositorio.ufrn.br/handle/123456789/63454Introduction: Individuals' extrinsic and intrinsic conditions can directly impact written reading. Thus, understanding these mechanisms helps to identify and address the child's specific needs. In cases of Autism Spectrum Disorder (ASD), with the complexity of language development, these individuals may present difficulties in the academic and social spheres. Despite advances in intervention strategies, it is observed that more precise information about these is still limited in written language. This dissertation was divided into two studies, with the following objectives: Study 1: to characterize the performance of phonological awareness, phonological working memory and rapid automatic naming skills in children and adolescents with ASD; and to verify whether there is a relationship between phonological processing skills, the level of ASD support and IQ. Study 2: to compare pre- and post-intervention performance in tests of phonological awareness, phonological working memory, rapid automatic naming, and reading of isolated words and pseudowords in children and adolescents with ASD undergoing phonological remediation, intergroup and intragroup. Method of study 1: This is a cross-sectional and quantitative study. The sample consisted of 17 children and adolescents with ASD. Phonological processing skills, intelligence, and level of ASD support were assessed and correlated. Method of study 2: This is a non-randomized clinical trial composed of 8 individuals, who were divided into 2 groups of 4 participants- control group (CG) and intervention group (IG). The IG received 13 phonological remediation sessions, each lasting 45 minutes. Results of study 1: It was observed that all phonological processing skills were below what was expected for the age and education level of the sample. Furthermore, it was not possible to find significant correlations between phonological processing, intelligence quotient (IQ) and level of ASD support, with the exception of phonological working memorydigits in reverse order. Results of study 2: phonological processing skills improved in the post-intervention period, while reading level remained the same. In the inferential analysis between groups, there were no significant differences. Conclusion: It was observed that the written language skills of children and adolescents with ASD are impaired and the use of phonological remediation can present positive results for this population. However, due to the limitations of this research, it is suggested that new studies be carried out, considering a larger sample and an analysis of the impacts of the intervention in the long term.Acesso EmbargadoTranstorno do Espectro AutistaAprendizagemIntervençãomasterThesisCNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA