Fernanda Dreux M. Fernandes

By Fernanda Dreux M.Fernandes, Cibelle A.H. Amato and Daniela R.Molini-Avejonas

Part of the book: A Comprehensive Book on Autism Spectrum Disorders

By Fernanda Dreux M.Fernandes, Daniela R.Molini-Avejonas and Cibelle A.H.Amato

Part of the book: A Comprehensive Book on Autism Spectrum Disorders

By Fernanda Dreux Miranda Fernandes, Cibelle Albuquerque de La Higuera Amato, Danielle Azarias Defense-Netvral, Juliana Izidro Balestro and Daniela Regina Molini-Avejonas

Part of the book: Recent Advances in Autism Spectrum Disorders

By Fernanda Dreux Miranda Fernandes, Milene Rossi Pereira Barbosa, Thaís Helena Ferreira Santos and Cibelle Albuquerque de La Higuera Amato

Part of the book: Autism Spectrum Disorder

By Milene Rossi Pereira Barbosa and Fernanda Dreux Miranda Fernandes

The question about the possibility of identifying the best therapeutic approach for children with autism spectrum disorder (ASD) has also been discussed in the literature. The intervention should be individualized, in order to involve the current level of development of the child and to identify the profile of the facilities and difficulties of each child. The families are constantly involved in complex and changeable context and are aware of the importance of access and participation to the treatment chosen, since that service delays can directly affect efficacy. In general, studies on language acquisition and development in autism focus on the child’s communication, and some analyze the mother seeking to understand how the role of parents and caregivers influences the communication of the children with autism. Observing the importance of the active inclusion of parents in the speech and language therapy of children with ASD, a Distance Speech Therapy Intervention project, was developed that would allow language stimulation of a greater number of children and adolescents with autism.

Part of the book: Advances in Speech-language Pathology

By Ingrid Ya I Sun, Ana Carolina Martins Cortez and Fernanda Dreux Miranda Fernandes

Children with autism spectrum disorders often present signs of cognitive strategies that are not within the expected developmental profile. Therefore, it should be expected that the learning process of children with this disorder should be the focus of several studies regarding schooling and literacy. Unfortunately, that is not the real situation. In this chapter, the authors propose to present an overview of the available literature about learning, reading, and literacy in children with the autism spectrum disorders and report results of studies about the association between executive functions and reading abilities in children with autism spectrum disorders that attend to regular and special schools in Brazil.

Part of the book: Learning Disabilities

By Fernanda Dreux M. Fernandes, Maria Vitoria do Amaral and Cibelle La Higuera Amato

This manuscript aims to discuss the experiences and expectations regarding the cultural competence of Brazilian CSD students and the challenges brought by the COVID-19 pandemic. Cultural awareness has been one of the competencies focused on by CSD programs in Brazil. However, travel and face-to-face contact with persons from different cultures and environments is just one of the possible ways of experiencing cultural awareness. The interruption of these opportunities due to the COVID-19 pandemic did not reduce the interest in learning and improving cultural abilities. It is possible to think about alternatives for embedding discussions and experiences regarding cultural sensitivity in students’ routine studies and practice.

Part of the book: COVID-19 Pandemic, Mental Health and Neuroscience