Psychopedagogical intervention with a tracking game to improve communication and sociability in a student with ASD: Case study

Abstract

DOI: https://doi.org/10.46296/rc.v9i17.0422

ABSTRACT

In the classroom, there are stories that need to be heard. This research was born from the encounter of one of them, a student with Autism Spectrum Disorder with a unique world, seeking paths to express himself and connect with other. The research, titled Psychopedagical Interventions with a Treasure Hunt to Improve communication and sociability in a student with ASD, located at the Educare Fiscomisional Educational Unit, 2025, had the general objective of developing a psychopedagogical intervention through creative activities based on the Treasure Hunt to improve communication and social skills in a student diagnosed with ASD. The research was based on a qualitative, descriptive approach, across-sectional, a phenomenological paradigm, a pre-experimental design, and a case study method. The ADOS-2 test, a semi-structured interview, and a comparison sheet were applied. The results of the pre-test and interviews showed that the student has difficulties with communication and social interaction. Subsequently, the intervention based on the game of clues was implemented. Some creative activities were adapted to the student’s specific needs. Finally, the post-test evaluation and the comparison sheet demonstrated that the intervention had an impact on certain communicative and social areas. It is concluded that the proposed intervention is significant for cases with ASD, making its application relevant and achieving significant improvements.

Keywords: intervention, game, ASD, communication, sociability.