No abstract

This study investigated the concepts of nine volunteers from a non - governmental organization who read stories to hospitalized children. We conducted three to five semistructured interviews with each storyteller which were analyzed using concept maps, resulting in 376 propositions. A semantic grouping of the propositions resulted in 13 categories. Results suggest that storytellers associate their activities to altruism and conceive it chiefly as a way of bringing relief and joy to children in the hospital environment, seen as extremely aversive. Few references are made to the specific features and benefits of shared reading. The study reveals characteristics and challenges which are specific to the practice of shared reading in the hospital setting and suggests directions for volunteer training in this context.

RESUMOA Leitura Dialógica (LD) consiste na leitura compartilhada de livros ilustrados intercalada com perguntas, feedback e expansão das respostas da criança. Estudos que adaptaram a LD para crianças com Transtorno do Espectro Autista (TEA) são promissores, mas ainda são escassos. Este estudo piloto, realizado em uma escola pública, teve por objetivo adaptar um procedimento de LD para uma criança com TEA e verificar efeitos sobre engajamento na tarefa e participação verbal. Foram lidas 20 obras infantis com a criança em três etapas: (1) LD com todos os tipos de perguntas usados tradicionalmente na LDperguntas abertas, de distanciamento e de identificação de emoções, por exemplo; (2) LD apenas com perguntas "tipo Q", como: "O que é isto?", "Quem é este?", "O que ela está fazendo?"; (3) Inclusão de uma hierarquia crescente de dicas vocaisrepetir a pergunta, oportunidade para completar as respostas e apresentação do modelo de resposta. Na Etapa 1 houve alta frequência de se levantar e de ecolalia imediata e não houve iniciações verbais. Na Etapa 2 aumentaram as respostas vocais adequadas, cessaram as ecolalias imediatas e surgiram iniciações verbais da criança, e estas últimas aumentaram na Etapa 3. A restrição feita da variedade de perguntas a partir da Etapa 2 pode ter auxiliado o desempenho ao diminuir o número de diferentes dimensões às quais a criança precisava atentar para responder. As perguntas do mediador podem ter funcionado como modelos para a criança fazer iniciações verbais. Estudos futuros deverão replicar o procedimento usando linha de base múltipla. ABSTRACTDialogic Reading (LD) is the shared reading of picture books interspersed with questions, feedback and expansion of the child's responses. Studies that have adapted to LD for children with Autistic Spectrum Disorder (ASD) are promising but are still scarce. This pilot study, conducted in a public school, investigated effects of an adapted version of LD on task engagement and verbal participation. We read 20 children's works with the child in three stages: (1) LD with all kinds of questions traditionally used in LD (including open questions, distancing and emotion identification);(2) LD only with "wh-type" questions, such as: "What is this?", "Who is this?", "What is she doing?"; (3) Inclusion of a least-to-most prompting hierarchy: repeating or rephrasing the question, completion prompt and response model. During Stage 1 there was a high frequency of getting up and of immediate echolalia and no verbal initiations. During Stage 2 the child´s adequate vocal responses increased, immediate echolalia ceased verbal initiations emerged and increased during Stage 3. Restricting the range of questions during Stage 2 may have aided performance by diminishing the number of different dimensions that the child had to attend to in order to respond. The storyteller´s questions may Recebido em: 09.04.2017 Aceito em: 03.08.2017