PLAYFUL ASSESSMENT AND INTERVENTION: CASE STUDY OF A STUDENT WITH LEVEL ONE AUTISM SPECTRUM DISORDER IN BENGUELA

Abstract

This article makes a diagnostic assessment of a student with level one autistic disorder, addresses the actions that stimulate socio-effective interaction and aims to propose an intervention strategy, which aims to stimulate the skills to develop and relate, contributing to their socialization and better learning. Methodologically, this is a case study with an action-research approach, having used the methods of literature review, analysis-synthesis, induction-deduction, observation, scale of the playful session focused on learning, psychopedagogical characterization form and children's drawing. The study indicates that there is significant difficulty in socio-affective interaction, fine motor skills, pairing letters or vowels, and stereotypical behavior, which inhibit the development of socio-affective skills and autonomy. However, the actions implemented develop social, emotional, cognitive, and academic skills within the scope of socio-educational inclusion, creating a favorable environment to enhance learning.