NEUROPSYCHOLOGICAL INTERVENTION OF A CASE OF AUTISM SPECTRUM DISORDER IN SCHOOL AGE

The Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that encompasses a variety of symptoms such as difficulties in communication and social interaction, as well as restrictive and repetitive patterns of behavior. Despite the common symptoms encompassed in the diagnostic category of ASD, individuals exhibit diverse profiles in terms of the functional development of brain mechanisms. Therefore, neuropsychology is established as a key discipline for understanding the functional bases of ASD and represents a methodological framework that addresses the need to individualize interventions. The historical-cultural neuropsychological perspective emphasizes syndromic analysis to establish specific aspects of development, psychological age, and the corresponding leading activity. In this context, this paper aims to describe the neuropsychological evaluation and intervention process from a historical-cultural perspective in a school-aged ASD case. The intervention resulted in greater consolidation of expressive and receptive language, development of voluntary activity, graphic activity, and phonological analysis of words as a basis for literacy. The results are discussed in light of the contribution of historical-cultural neuropsychology to establishing the neuropsychological profile of ASD cases and the development of individualized intervention plans.