ABSTRACT
Aventúrate es el primer programa que utiliza la Terapia a través de la Aventura (TA) con jóvenes con Trastorno del Espectro Autista (TEA) en España. Un total de 15 jóvenes participaron en un programa de siete días que combina terapia grupal e individual, así como actividades varias al aire libre. El objetivo de este estudio es comprobar la efectividad de esta intervención. Los resultados muestran un tamaño del efecto que oscila entre pequeño y moderado, con mejoras más relevantes en la autoestima, el apego entre iguales y la reparación emocional
Aventurate is the first programme in Spain to use therapy through adventure with young people with Autism Spectrum Disorder (ASD) in Spain. A total of 15 young people participated in a 7-day programme combining group and individual therapy as well as various outdoor activities. The aim of this study is to test the effectiveness of this intervention. The results show that the effect's range is from small to moderate, and that it has more relevant improvements in self-esteem, peer bond and emotional repair
Aventúrate és el primer programa que utilitza la Teràpia a través de l'Aventura (TA) amb joves amb trastorn de l'espectre autista (TEA) a Espanya. Un total de 15 joves van participar en un programa de set dies que combina teràpia grupal I individual, així com activitats diverses a l'aire lliure. L'objectiu d'aquest estudi és comprovar l'efectivitat d'aquesta intervenció. Els resultats mostren un impacte de l'efecte que oscil·la entre petit I moderat, amb millores més rellevants en l'autoestima, l'aferrament entre iguals I la reparació emocional
Subject(s)
Humans , Male , Female , Adolescent , Young Adult , Asperger Syndrome/therapy , Psychotherapy/methods , Recreation Therapy/methods , Recreation Therapy/psychology , Self Concept , Psychological Tests , Spain , Treatment Outcome , Social SkillsABSTRACT
El cuerpo que habla: arteterapia grupal con niños con síndrome de Asperger. En el presente texto recojo tres fragmentos de sesión, enmarcadas en un dispositivo grupal desde la arteterapia, con niños diagnosticados de Síndrome de Asperger, dentro del ámbito de la asistencia pública. Uso la resonancia (acción expresiva y transformadora del arteterapeuta) y la metáfora como anclaje y guía del proceso terapéutico y con ello, el despliegue de diversas herramientas artísticas. Desde este lugar, acompaño al grupo en el tránsito de diversos estados emocionales, generando una experiencia nueva de vinculación, expresión y reconocimiento del sí mismo y del otro
In the present text I gather three fragments of a session, framed in a group device from the art therapy, with children diagnosed with Asperger's Syndrome, within the scope of public assistance. I use resonance (expressive and transforming action of the art therapist), as an anchorage and guide of the therapeutic process and along with it, the deployment of various artistic tools. From this place, I accompany the group in the transit of diverse emotional states, generating a new experience of bonding, expression, and recognition of the self and the other
En el present text, recullo tres fragments de sessió, en el marc d'un dispositiu grupal des de l'artteràpia, amb nens diagnosticats amb síndrome d'Asperger, dins de l'àmbit de l'assistència pública. Faig servir la ressonància (acció expressiva I transformadora de l'artterapeuta) I la metàfora com a ancoratge I guia del procés terapèutic I amb això, el desplegament de diverses eines artístiques. Des d'aquest indret, acompanyo el grup en el trànsit de diversos estats emocionals, que generen una experiència nova de vinculació, expressió I reconeixement de si mateix I de l'altre
Subject(s)
Humans , Child , Art Therapy/methods , Asperger Syndrome/therapy , Psychotherapy, Group/methods , Psychophysiology , EmotionsABSTRACT
This systematic review of randomized controlled trials (RCTs) aims at evaluating the efficacy of Occupational therapy (OT) interventions in Asperger's syndrome (AS) pediatric patients. We conducted a systematic review according to PRISMA guidelines. The screening of the literature was carried out on PUBMED, SCOPUS, WEB OF SCIENCE and OT SEEKER databases, TO December 2018. We selected three RCTs having the common objective to evaluate whether children with AS can improve their social skills thanks to OT treatments. The interventions targeted by the three selected studies were: LEGO therapy, Social Use of Language Programme, Let's Face It! software and Parent Training combined with the administration of risperidone. All the studies showed that the intervention groups improved their overall social ability.This review shows that OT interventions can help concretely AS children in overcoming their social issues. Nevertheless, more RCTs are needed to better understand the OT's benefits and limitations in AS patients.
Subject(s)
Asperger Syndrome/therapy , Cognitive Behavioral Therapy/methods , Occupational Therapy/methods , Severity of Illness Index , Asperger Syndrome/psychology , Child , Data Management , Humans , Occupational Therapy/psychology , Randomized Controlled Trials as Topic , Treatment OutcomeABSTRACT
Children with autism spectrum disorder (ASD) eventually grow up and need to make the transition from pediatric services to adult. This is a diverse patient population.
Subject(s)
Autism Spectrum Disorder/diagnosis , Adult , Age Factors , Asperger Syndrome/diagnosis , Asperger Syndrome/therapy , Autism Spectrum Disorder/therapy , Humans , Parents/psychology , Physician's Role , PrognosisSubject(s)
Asperger Syndrome/therapy , Cognitive Behavioral Therapy/methods , Depression/therapy , Adolescent , Antidepressive Agents/therapeutic use , Asperger Syndrome/complications , Asperger Syndrome/drug therapy , Combined Modality Therapy/methods , Depression/complications , Depression/drug therapy , Humans , MaleABSTRACT
In this study, three hundred and sixty-eight participants answered a questionnaire consisting of three vignettes describing a person with depression, severe Autism Spectrum Disorder (ASD), and high-functioning Autism Spectrum Disorder/Asperger's Syndrome (AS). Each vignette was followed by thirteen questions concerning the participant's knowledge about diagnosis, treatment, and prognosis. Participants demonstrated good mental health literacy (MHL) for depression, but were poor at diagnosing ASD. Drug therapy was rated as the least effective treatment and 'talking to a family member of friend' was rated as the most effective for each disorder. The highest prognosis ratings were given to depression, and the lowest given to ASD. Participants demonstrated better MHL than expected, possibly due to the availability of information on the Internet and the increase in prevalence of mental illnesses such as depression and ASD among the general population.
Subject(s)
Autism Spectrum Disorder/diagnosis , Autism Spectrum Disorder/psychology , Depression/diagnosis , Depression/psychology , Health Literacy/standards , Mental Health , Adolescent , Adult , Aged , Asperger Syndrome/diagnosis , Asperger Syndrome/psychology , Asperger Syndrome/therapy , Autism Spectrum Disorder/therapy , Depression/therapy , Female , Humans , Male , Middle Aged , Surveys and Questionnaires , Young AdultABSTRACT
Asperger's syndrome is a disorder that involves a qualitative impairment in social interactions. While most treatments are aimed at children or adolescents, in this paper we present the development of a virtual reality training application in which adults with Asperger's syndrome can train in an autonomous and controlled way how to present in public.
Subject(s)
Asperger Syndrome/therapy , Virtual Reality Exposure Therapy/methods , Adult , Asperger Syndrome/psychology , Humans , Social Skills , Speech , Speech Therapy/methods , Video GamesABSTRACT
PROBLEM: Little is known about the factors related to satisfaction with healthcare services among families of children with serious mental illness who were in active psychiatry treatment. METHODS: A cross-sectional study was conducted to explore perceived family support, illness beliefs, and families' satisfaction with healthcare services. Sixty-eight families of children with anxiety, depression, attention-deficit/hyperactivity disorder, eating disorders, and autism/Asperger's syndrome participated. Data were collected from March 2015 to December 2016. FINDINGS: Illness beliefs and perceived family support explained 23% of the variance in family satisfaction with the healthcare service. CONCLUSION: Family interventions need to specifically focus on the families' satisfaction with healthcare services and on utilizing the family support network, offering emotional support, and exploring illness beliefs.
Subject(s)
Family/psychology , Mental Disorders/therapy , Patient Satisfaction , Adolescent , Adult , Anxiety/therapy , Asperger Syndrome/therapy , Attention Deficit Disorder with Hyperactivity/therapy , Attitude to Health , Autistic Disorder/therapy , Child , Cross-Sectional Studies , Depression/therapy , Feeding and Eating Disorders/therapy , Female , Humans , Male , Middle Aged , Parents/psychology , Surveys and Questionnaires , Young AdultABSTRACT
BACKGROUND: Internet technology offers psychiatrists new opportunities for remote interaction with patients. It also raises issues regarding therapeutic effectiveness, safety, technical problems and possibilities for overcoming them, and matters related to specific mental health problems such as autism. The case presented concerns an adolescent male with severe social impairment and isolation as manifestations of Aspergers syndrome. METHODS: The patient was accepted contact with psychiatric services through telepsychiatry, which enabled initial assessment and the development of a therapeutic relationship. RESULTS: In due course the patient was able to attend the clinic in person. He became somewhat reconciled to his family. With appropriate adaptations he was able to resume his education and career. CONCLUSIONS: Telepsychiatry shows promise in engaging with patients with autism spectrum disorders. As experience accrues, there is some evidence that it is safe and effective. Adaptations to traditional clinical psychotherapy may be required.
Subject(s)
Asperger Syndrome/therapy , Physician-Patient Relations , Psychiatry , Telemedicine/methods , Adolescent , Asperger Syndrome/psychology , Humans , MaleABSTRACT
No disponible
Subject(s)
Humans , Infant , Child, Preschool , Parenting/psychology , Autism Spectrum Disorder/psychology , Conflict, Psychological , Psychotherapy, Group/methods , Child Rearing/psychology , Language Disorders/psychology , Communication Disorders/psychology , Psychomotor Disorders/psychology , Autistic Disorder/therapy , Asperger Syndrome/therapyABSTRACT
Paciente, 18 años, hijo único, pololeando. Antecedentes Psiquiátricos Familiares (+). Repitió 3 veces el 1ero básico. Aislamiento social e intereses restringidos desde la infancia. Derivado de Alter joven. Historia de larga data (>1 año) de mayor descuido de higiene personal, aislamiento social e irritabilidad. Hipótesis diagnóstica: TEA. Seguimiento con controles médicos, con terapeuta ocupacional y psicoterapia. Examen mental al inicio: Con escaso contacto visual. Pseudocontactado, hipomímico. Afecto con rango de expresividad emocional disminuido. Humor depresivo. Lenguaje lacónico, aprosódico. Al examen (6 meses después) destaca buen arreglo personal, contactado, establece contacto visual, tranquilo, adecuado, cooperador, eutímico, mímica facial acorde al relato, lenguaje bien articulado, con manierismos y estereotipias, prosodia alterada, pensamiento estructurado, con rigidez cognitiva y concreto.
Patient, 18 years old, only child, in love relationship. Family Psychiatric Background (+). He repeated 3 times the 1st basic course. Social isolation and restricted interests from childhood. Derived from Young Alter. Long history (> 1 year) of greater neglect of personal hygiene, social isolation and irritability. Diagnostic hypothesis: ASD. Follow-up with medical controls, occupational therapist and psychotherapy. Mental exam at the start: With little eye contact. Pseudocontact, hypomimic. Affect with decreased emotional expressiveness. Depressive mood. Laconic language, aprosodic.
Subject(s)
Humans , Male , Adolescent , Autism Spectrum Disorder/diagnosis , Autism Spectrum Disorder/physiopathology , Autism Spectrum Disorder/therapy , Asperger Syndrome/diagnosis , Asperger Syndrome/physiopathology , Asperger Syndrome/therapyABSTRACT
Response efficiency plays an important role in the initial success of functional communication training (FCT). Although low-effort functional communication responses (FCRs) have been shown to be most effective in replacing problem behavior; more developmentally advanced FCRs are favored later in the treatment process. Attempts to teach these more complex FCRs, however, often lead to the resurgence of problem behavior. In this study, we provide a detailed description of an effective shaping process applied within a changing criterion design to develop complex FCRs from simple FCRs without resurgence of problem behavior. Four children with various language and intellectual abilities participated in this study. A practical shaping procedure, suitable for typical teaching contexts, is described for two participants in Experiment 1. The necessity and efficacy of the shaping process are demonstrated with the participants in Experiment 2. Implications for practice and research are discussed.
Subject(s)
Asperger Syndrome/therapy , Attention Deficit Disorder with Hyperactivity/therapy , Behavior Therapy/methods , Problem Behavior/psychology , Reinforcement, Psychology , Asperger Syndrome/psychology , Attention Deficit Disorder with Hyperactivity/psychology , Child , Child, Preschool , Communication , Extinction, Psychological , Humans , MaleABSTRACT
Asperger Syndrome and/or Clinical High Risk of Psychosis? A Differential Diagnostic Challenge This case-study deals with the often difficult differential diagnosis of Asperger syndrome and a clinical high risk state of psychosis, in particular as indicated by attenuated psychotic symptoms, as well as with its therapeutic implications. The presented case is a 10-year old girl, who has not been diagnosed with an autism spectrum disorder before being referred to a specialized center for early detection of psychosis due to possible hallucinatory experiences and delusional ideas. We demonstrate how to perform a context-sensitive differential diagnosis to distinguish between specific interests as well as related behaviors and unusual thought content as well as perceptive abnormalities, between paranoid ideas and biased interpretations of the behaviors of others typical for autism, and between disorganized symptoms and autistic unusual communication and social behavior. The resulting dual diagnoses in our case-study formed the basis for a complex differential indication, which considered both the increased stress vulnerability associated with an increased risk for the development of psychosis as well as the rigid thinking style associated with autism. Our case-report shows that such a precise differential indication can lead to stabilization over the long-term, even in patients with dual diagnoses.
Subject(s)
Asperger Syndrome/diagnosis , Asperger Syndrome/psychology , Psychotic Disorders/diagnosis , Psychotic Disorders/psychology , Risk Assessment , Adolescent , Asperger Syndrome/therapy , Child , Child, Preschool , Cognitive Behavioral Therapy , Combined Modality Therapy , Day Care, Medical , Diagnosis, Differential , Early Diagnosis , Education, Special , Female , Follow-Up Studies , Humans , Infant , Infant, Newborn , Psychotic Disorders/therapy , Risperidone/therapeutic use , Social Adjustment , SwitzerlandABSTRACT
Social information processing (SIP) skills are critical for developing and maintaining peer relationships. Building on existing assessment techniques, Virtual Environment for SIP (VESIPTM ), a simulation-based assessment that immerses children in social decision-making scenarios, was developed. This study presents preliminary evidence of VESIP's usefulness for measuring SIP skills in children with and without autism spectrum disorders (ASD). Twenty-one children with ASD and 29 control children participated. It was hypothesized that (a) children (8-12 years old), with and without ASD, would understand and interact effectively with VESIP; (b) VESIP scores would be reliable in both populations; and (c) children with ASD would score lower on SIP domains than typically developing peers. Results supported these hypotheses. Finally, response bias was also evaluated, showing that children with ASD have different problem-solving strategies than their peers. VESIP has great potential as a scalable assessment of SIP strengths and challenges in children with and without ASD. Autism Res 2018, 11: 305-317. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Children with autism spectrum disorders (ASDs) often struggle interpreting and responding to social situations. The present study suggests that an animated, simulation-based assessment approach is an effective way to measure how children with or without ASDs problem-solve challenging social situations. VESIP is an easy-to-use assessment tool that can help practitioners understand a child's particular strengths and weaknesses.
Subject(s)
Autism Spectrum Disorder/therapy , Social Behavior Disorders/therapy , Virtual Reality , Asperger Syndrome/diagnosis , Asperger Syndrome/psychology , Asperger Syndrome/therapy , Autism Spectrum Disorder/diagnosis , Autism Spectrum Disorder/psychology , Autistic Disorder/diagnosis , Autistic Disorder/psychology , Autistic Disorder/therapy , Child , Child Development Disorders, Pervasive/diagnosis , Child Development Disorders, Pervasive/psychology , Child Development Disorders, Pervasive/therapy , Comprehension , Decision Making , Female , Humans , Interpersonal Relations , Male , Mental Processes , Social Behavior Disorders/diagnosis , Social Behavior Disorders/psychologyABSTRACT
Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks.
Subject(s)
Asperger Syndrome/psychology , Asperger Syndrome/therapy , Learning , Students/psychology , Universities , Writing , Adolescent , Female , Follow-Up Studies , Humans , Learning/physiology , Male , Universities/trends , Young AdultABSTRACT
We report reduced repetitive behaviors similar to obsessive compulsive disorder and improved emotional recognition and cognitive abilities in two young patients diagnosed with high-functioning Autism as a result of deep transcranial magnetic stimulation (dTMS). The patients received daily high-frequency (5 Hz) dTMS with HAUT-coil over the medial prefrontal cortex for a period of 5-6 weeks. A computerized cognitive battery, tasks for testing emotional recognition, and clinical questionnaires were used to measure the effects of treatment. TMS might have modulated networks related to metalizing abilities and self-referential processes since both patients reported improved sociability and communication skills.
Subject(s)
Asperger Syndrome/psychology , Cognition , Obsessive-Compulsive Disorder/complications , Transcranial Magnetic Stimulation , Adult , Asperger Syndrome/complications , Asperger Syndrome/therapy , Female , Humans , Male , Neuropsychological Tests , Prefrontal Cortex/physiopathologyABSTRACT
Objective: Early intensive behavioral intervention (EIBI) has proved to be an effective intervention for children with autism spectrum disorder (ASD). In this exploratory study, we evaluated the effects of a community-based service model with parents as active therapists. Method: 13 children with ASD between 2 and 5 years of age at intake participated in the study. A waiting-list control design was employed. The children received 1 year of home-based EIBI for approximately 20 hours a week, their parents functioning as primary therapists. The waiting-list control group consisted of seven children who were tested 6 months before the intervention commenced. The intervention was based on the University of California at Los Angeles Young Autism Project model (UCLA YAP; Lovaas, 1981, 1987, 2003). The Psychoeducational Profile (3rd ed., PEP-3), the Parenting Stress Index (PSI), and the Childhood Autism Rating Scale (2nd ed., CARS 2) were used to measure outcome. In addition, a mental developmental index (MDI) was calculated on the basis of the Cognitive Verbal/Preverbal subscale of the PEP-3. Results: After 1 year of EIBI, we found a significant increase in the PEP-3 scores and MDI scores as well as a significant reduction in the CARS 2 scores. No significant changes were seen when participants were on the waiting list. The stress level of the parents did not change significantly and in fact showed overall a slight decrease. Conclusion: This model of providing EIBI appears to hold some promise. Comprehensive parental involvement did not affect their stress level. The study need to be replicated with a larger sample and an improved design.