Subject(s)
Humans , Autistic Disorder/diagnosis , Child Development Disorders, Pervasive/diagnosis , Clinical Protocols , Mental Health Assistance , User Embracement , Autistic Disorder/therapy , Child Development Disorders, Pervasive/therapy , Occupational Therapy/methods , Practice Patterns, Physicians'ABSTRACT
Purpose: To analyze the sociocognitive performance of children and adolescents with autism spectrum disorders in two environments of language therapy, which differ as to the physical structure. Methods: Ten children and adolescents with ages between 4 and 13 years, of both genders, diagnosed with autism spectrum disorders took part in the study. For data collection, eight filming sessions were performed during individual language therapy lasting 30 minutes, being four in a room with conventional environmental organization (common room) and four in a room with specific ambiance [children's interaction core (CIC) room], interspersed during a month. For the analysis of filmed situations, the Sociocognitive Performance Protocol was used and obtained data were subjected to statistical analysis. Results: No statistical significance was found in sociocognitive performance of 10 subjects in the common and CIC rooms, although specific differences were observed in some cases. Conclusion: The creation of preestablished physical environments or specific materials is not and should not be considered essential for language therapy. It is noteworthy, however, that the absence of a large volume of statistically significant data does not indicate that the results are not expressive, reiterating the need for further research in the area.
Objetivo: Analisar o desempenho sociocognitivo de crianças e adolescentes com Transtornos do Espectro do Autismo em dois ambientes de terapia de linguagem, que se diferenciam quanto à estruturação do aspecto físico. Métodos: Participaram dez crianças e adolescentes com a faixa etária entre 4 e 13 anos, de ambos os gêneros, com diagnósticos estabelecidos entre os Transtornos do Espectro do Autismo. Para a coleta de dados, foram realizadas oito filmagens durante sessões de terapia de linguagem individual com duração de 30 minutos, sendo quatro em sala com organização ambiental convencional (sala comum) e quatro em sala com ambientação específica (sala NIC), intercaladamente, durante um mês. Para a análise das situações filmadas, foi utilizado o Protocolo de Desempenho Sociocognitivo e os dados obtidos foram submetidos à análise estatística. Resultados: Verificou-se que não houve significância estatística no desempenho sociocognitivo dos dez sujeitos na sala comum e na sala NIC, embora tenham sido observadas diferenças específicas em alguns casos. Conclusão: A criação de ambientes físicos preestabelecidos ou materiais específicos não são e não devem ser considerados imprescindíveis para a terapia de linguagem. Ressalta-se, no entanto, que a ausência de um grande volume de dados estatisticamente significativos não indica que os resultados não sejam expressivos, reiterando a necessidade de novas pesquisas na área.
Subject(s)
Adolescent , Child , Child, Preschool , Female , Humans , Male , Cognition , Child Development Disorders, Pervasive/therapy , Language Disorders/therapy , Autistic Disorder/complications , Language Therapy , Social Behavior , Social Environment , Speech Therapy , Speech-Language PathologyABSTRACT
Autism spectrum disorders are a group of neurodevelopmental disorders characterized by social communication difficulties and restrictive and repetitive patterns of behavior, interests and activities. In Argentina in 2013, legislation introduced both at national and provincial levels generated vigorous debate in relation to early detection of autism spectrum disorders, diagnosis or "pathologization" of children, and early intervention for these children. This paper provides evidence supporting the importance of systematic screening for autism spectrum disorders in toddlers, the usefulness of the new autism spectrum disorder classification provided by DSM-5, the desirability of timely and comprehensive diagnostic assessments by interdisciplinary teams specialized in development, and the critical importance of early intervention. Early intervention takes advantage of the neuroplasticity present in early life and positively impacts prognosis of children and family quality of life. Finally, the role of parent-mediated interventions in the treatment of children with autism spectrum disorders is mentioned.
Subject(s)
Child , Humans , Child Development Disorders, Pervasive/diagnosis , Child Development Disorders, Pervasive/therapy , Early Intervention, Educational , Diagnostic and Statistical Manual of Mental Disorders , Early DiagnosisABSTRACT
Pervasive developmental disorders are now commonly referred to as autism spectrum disorders (ASDs). ASDs present with a range of severity and impairments, and often are a cause of severe disability, representing a major public health concern. The diagnostic criteria require delays or abnormal functioning in social interaction, language, and/or imaginative play within the first 3 years of life, resulting in a deviation from the developmental pattern expected for the age. Because establishing a diagnosis of ASD is possible as early as 18-24 months of age, clinicians should strive to identify and begin intervention in children with ASD as soon as signs are manifest. Increasing efforts are underway to make ASD screening universal in pediatric healthcare. Given the crucial importance of early identification and multiple modalities of treatment for ASD, this review will summarize the diagnostic criteria, key areas for assessment by clinicians, specific scales and instruments for assessment, and discussion of evidence-based treatment programs and the role of specific drug therapies for symptom management.
Subject(s)
Child , Child, Preschool , Humans , Child Development Disorders, Pervasive/diagnosis , Child Development Disorders, Pervasive/therapy , Age Factors , Diagnostic and Statistical Manual of Mental Disorders , Evidence-Based Medicine , Mass ScreeningABSTRACT
OBJETIVO: Realizar uma revisão sistemática da literatura envolvendo as propostas de terapia baseada na análise de comportamento aplicada (ABA) dirigida a pessoas portadoras de distúrbios do espectro do autismo (DEA), contribuindo, dessa forma, para uma prática efetivamente baseada em evidências. ESTRATÉGIA DE PESQUISA: As bases de dados Web of Science, Medline, SciELO e Lilacs foram consultadas para o levantamento das referências bibliográficas publicadas nos últimos cinco anos. CRITÉRIOS DE SELEÇÃO: Foram selecionados os artigos publicados em periódicos com revisão por pares. Foram utilizados como critérios de exclusão o idioma, o tipo de artigo, o tema e os artigos repetidos. Essa seleção resultou em 52 artigos, que foram analisados na íntegra. ANÁLISE DOS DADOS: Foram consideradas as informações referentes a autor, periódico e data; título; tema e abordagem; casuística; critérios de inclusão e exclusão e conclusões. RESULTADOS: Os artigos abordam processos de intervenção, revisões de literatura, formação profissional e a contribuição dos pais no processo de intervenção. Apenas quatro artigos relatam a contribuição dos pais na aplicação dos princípios da ABA no ambiente doméstico. Os estudos sobre formação profissional enfatizam a valorização da formação especializada. A maioria das revisões de literatura conclui que os processos de intervenção são controversos, caros e dependentes de fatores externos. Embora artigos que relatam processos de intervenção envolvam 663 participantes, não é possível a realização de meta-análise devido à ausência de critérios de inclusão e caracterização comparáveis. CONCLUSÃO: Não há evidência suficiente para corroborar a preponderância da ABA sobre outras alternativas.
PURPOSE: Systematic literature review about Applied Behavior Analysis (ABA) proposals directed towards persons with Autistic Spectrum Disorders aiming to contribute to a truly evidence-based practice. RESEARCH STRATEGY: References from the last five years were obtained from the Web of Science, Medline, SciELO and Lilacs databases. SELECTION CRITERIA: Papers published in peer-reviewed journals were selected. Exclusion criteria were language, type of paper, theme and repeated papers. This selection resulted in 52 articles that were completely analyzed. DATA ANALYSIS: Information regarding author, journal and date; title; theme and approach; casuistic; inclusion and exclusion criteria and conclusion was considered. RESULTS: The papers refer to intervention processes, literature reviews, professional education, and parents' contributions to the intervention programs. Only four papers report the parents' role in the use of ABA principles at home. Studies about Professional education emphasize the specialized education. Most of the literature review papers conclude that the intervention programs are controversial, expensive and dependent of external variables. Although the articles describing intervention processes include 663 participants, a meta-analysis is not possible due to the lack of comparable inclusion and characterization criteria. CONCLUSION: There is not enough evidence of ABA's preponderance over other alternatives.
Subject(s)
Humans , Behavior Therapy/methods , Child Development Disorders, Pervasive/therapy , Evidence-Based Medicine , Journal Impact FactorABSTRACT
Objective To establish the efficacy of Communication DEALL, an indigenous early intervention program; in the management of children with autism spectrum disorders (ASD). Methods ABA design of pre intervention assessment, intervention and post intervention assessment was utilized, across an 8 month period. The first set of measures covered the assessment of developmental skills in the eight areas of gross motor skills, fine motor skills, activities of daily life skills, receptive language, and expressive language, cognitive, social and emotional skills. The second independent measure was the rating of each child on the Childhood Autism Rating Scale. Parental observations and parental estimation of the child’s progress were also recorded. The study was conducted in the Com DEALL units in Bangalore, including thirty subjects diagnosed with ASD. Main Outcome Measures were developmental skill gains and decrease in behavioral issues. Results Statistically significant increase in all eight developmental domains and statistically significant decrease in behavioral symptoms as measured by the CARS, were seen. Conclusions Thus, the Communication DEALL program shows promise as an effective early intervention program. It also indicates a need to further enhance the stabilization of the pre linguistic skills such as maintenance of eye contact, attention, sitting tolerance and compliance, in the program.
Subject(s)
Age Factors , Child , Child Development Disorders, Pervasive/diagnosis , Child Development Disorders, Pervasive/therapy , Child, Preschool , Cohort Studies , Communication , Early Intervention, Educational/organization & administration , Female , Follow-Up Studies , Humans , India , Male , Patient Selection , Program Development , Program Evaluation , Risk Assessment , Severity of Illness Index , Sex Factors , Social Behavior , Treatment OutcomeABSTRACT
Esta investigación consiste en el diseño, ejecución y evaluación de un programa de intervención psicoeducativa basado en imágenes, aplicado a nueve niños con Trastorno Generalizado del Desarrollo (TGD) de tipo autista, cuyas edades fluctuaban entre los 3 y 8 años de edad en Temuco. El programa se enfocó para activar el desarrollo de las dimensiones de anticipación y flexibilidad en niños con TGD. Con el propósito de determinar el perfil de desarrollo inicial de los participantes, se les aplicó el Inventario de Desarrollo de Espectro Autista IDEA. Una vez ejecutado el programa se les evaluó nuevamente con el mismo instrumento, evidenciándose diferencias significativas en las dimensiones de anticipación t = 0,039 (P<0.05), complementariamente se encontraron resultados no esperados, en la escala de trastorno de desarrollo social t = 0,040 (P<0.05). No hubo evidencias significativas en la dimensión de sentido de actividad propia, obteniéndose un resultado de t = 0, 57 (P>0, 05). Los resultados reflejan la efectividad de la aplicación del programa de intervención con imágenes cuyo propósito es aportar a la sistematización del trabajo con niños que padecen algún trastorno generalizado del desarrollo.
This investigation is about the design, execution and evaluation of a psycho-educative intervention program based on the use of images, tested on nine children with autistic type of Pervasive Developmental Disorder (PDD) from 3 to 8 years old in Temuco, Chile. This program was implemented to activate de development in the anticipation and flexibility dimensions en children with PDD. In order to determine the initial participants profile, the autism spectrum disorders development inventory IDEA was applied. After the program was finished, this instrument was also used, showing significant differences in the anticipation dimension with t = 0,039 (P<0.05). As a non expected result in the social development dimension there was found that t = 0,040 (P<0.05). There was no significant change in the own activity self perception dimension, obtaining a t = 0, 57 (P>0, 05). These results show the effectiveness of the image based intervention program applied which purpose is to make a contribution to systematize the work with children suffering some Pervasive Developmental Disorder.
Subject(s)
Humans , Male , Female , Child , Patient Education as Topic/methods , Imagery, Psychotherapy , Child Development Disorders, Pervasive/psychology , Child Development Disorders, Pervasive/therapy , Outcome Assessment, Health Care , Personality Inventory , Psychotherapy/methods , Asperger Syndrome/psychology , Asperger Syndrome/therapy , Treatment Outcome , Autistic Disorder/psychology , Autistic Disorder/therapyABSTRACT
O objetivo deste estudo de caso foi descrever a intervenção fonoaudiológica de uma criança autista, tendo sido este trabalho realizado na Clínica de Fonoaudiologia da Faculdade de Odontologia de Bauru (FOB-USP). A criança em questão era do gênero masculino, com diagnóstico de autismo realizado aos 24 meses de idade, e que, desde a época do diagnóstico, recebeu intervenção fonoaudiológica individual duas vezes por semana, sendo aqui relatados os primeiros nove meses de terapia. Os resultados mostram que a criança desenvolveu uma comunicação funcional por meio da linguagem oral e outras formas de simbolismo, além de contato ocular espontâneo e comunicativo e momentos de atenção conjunta com adultos e crianças.
This study aims to describe language intervention process of an autistic child at the Speech Pathology Department at USP-Bauru. An autistic male child diagnosed at two years old was submitted to private language intervention twice a week, since diagnosis. The study reports the first nine months of therapy. Results show that the child developed functional communication through oral language and other ways of symbolism, in addition to spontaneous and communicative eye contact, moments of attention in activities with adults and children.
Subject(s)
Humans , Child , Rehabilitation of Speech and Language Disorders , Autistic Disorder , Child Development Disorders, Pervasive/therapy , Language Development Disorders/therapyABSTRACT
O sistema de hospializaçäo parcial representa uma alternativa terapêutica para crianças com distúrbios globais de desenvolvimento (DGD), entretanto säo muito raros os dados de pesquisa a respeito dessas experiência e muito poucas as referências à inserçäo do fonoaudiólogo nas equipes clínicas. Este trabalho investigou o desempenho sócio-cognitivo observado em situaçöes de Atividades de Vida Diária (AVD) e de Oficina de Linguagem de 9 crianças com diagnósticos de DGD incluídas num programa de hospitalizaçäo parcial, num período de 12 meses. Os resultados indicam grandes variaçöes individuais, sensíveis ao contexto e maior evidência de progresso nas Oficinas de Linguagem, nas áreas de intençäo comunicativa gestual e vocal
Subject(s)
Humans , Child , Day Care, Medical , Child Development Disorders, Pervasive/therapy , Language TherapyABSTRACT
Em crianças psicóticas falantes as dificuldades de interaçäo , diante da complexidade na construçäo do conhecimento e da consciência do papel do eu e do outro, a pouca percepçäo de papéis sociais ou de uma cogniçäo social, säo manisfestados em seus discursos. Apesar de conversarem, parecem näo ser capazes de reconhecer em si mesmas e nos outros as variaçöes dos estados mentais e das alteraçöes emocionais que norteiam as interaçöes humanas. Esta pesquisa engloba vários quadros psiquiátricos infantis graves, näo autísticos, e tem como objetivo verificar a direta relaçäo entre o discurso da terapeuta e das crianças com desramonias evolutivas, distúrbios de conduta e de comportamento
Subject(s)
Humans , Child , Child Development Disorders, Pervasive/psychology , Language Therapy/psychology , Child Development Disorders, Pervasive/therapy , Child Psychiatry , CognitionABSTRACT
O objetivo do estudo é apresentar o trabalho de orientaçäo desenvolvido com uma criança pequena portadora da Síndrome Cornélia De Lange, atendida quinzenalmente. Säo discutidas as características genéticas e físicas da síndrome e suas implicaçöes no desenvolvimento geral da criança, Os resultsdos obtidos mostraram que esse tipo de intervençäo utilizada no processo terapêutico fonoaudiológico é viável e eficiente
Subject(s)
Humans , Infant , Male , Child Development Disorders, Pervasive/therapy , De Lange Syndrome/therapy , Speech Therapy , De Lange Syndrome/diagnosisABSTRACT
Se realizó la revisión de 255 expedientes clínicos correspondientes a niños entre 0 y 12 años de edad, con necesidades especiales (NE), y que habían ingresado a la consulta de neuropediatría entre enero de 1987 a diciembre de 1998, con el fin de analizar características epidemiológicas, morbilidad específica y rendimiento de la consulta. El 93.33 son pre-escolares y escolares proporcionalmente, procedentes del área urbana en el 60.3 por ciento. El diagnóstico de NE. Se basó fundamentalmente en la historia neurológica (42,35 por ciento), pediátrica (25,09 por ciento), psiquiatríca (27,05 por ciento), siendo lo más frecuente trastornos de conducta (60 por ciento) de aprendizaje (52,9 por ciento) y de lenguaje (41,17 por ciento). En el 40 por ciento promedio, todos estos trastornos tenían relación con epilepsia, mientras que no se precisó antecedente en el 35.34 por ciento. El proceso diagnóstico y terapéutico fue llevado en el 40.72 por ciento por el neurólogo 30.8 por ciento en psicología, 13,03 por ciento en psicopedagogía y 10.06 por ciento por terapia de lenguaje con un rendimiento del 90.73 por ciento