Interventions and Strategies Used by Psychologists in Schools With Children and Adolescents Diagnosed With Asd

Abstract

Neurodevelopmental disorders according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) can be characterized by deficits in development that generate losses in individual, social or other areas of functioning of the subject. Objective: to understand the interventions and strategies used by psychologists in schools with children and adolescents diagnosed with ASD. Method: refers to a bibliographic research, carried out through a review of the national literature, which explored this theme in order to integrate the evidence and identify possible gaps in the theme. Results and discussions: based on content analysis, the data were divided into 4 thematic categories, namely: 1) Resources, strategies and interventions (f=07). 2) Psychologist's performance: experiences and practices (f=05); 3) Limitations and challenges of praxis (f=07); 4) Benefits and results of the psychologist's work (f=03). In this study, we present examples of interventions, actions and resources that can be used in school interventions, as well as limitations, challenges and benefits of the interventions carried out. It is found that the psychologist provides services not only to students, but also to their families and school staff. As work strategies, the psychologist uses individualized care, workshops, discussion groups, projects, guidance for parents, and meetings with school professionals. Final considerations: it was noted that the work of the psychologist must be done jointly in order to be efficient in their actions, where the use of playful resources, topics of interest to the age group of the students and dynamic activities increase the likelihood of engagement and interaction of the participating public. In addition, the difficulty of developing projects that encompass all the demands requested, the work overload, the lack of attention and engagement of students in the interventions, the lack of materials and resources and the lack of physical structure were some of the limitations encountered by psychologists in the field of activity.