Navegando por Palavras-chave "Autism Spectrum Disorders"

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    Habilidade de atenção compartilhada em sujeitos com transtornos do espectro autístico
    (Pró-Fono Produtos Especializados para Fonoaudiologia Ltda., 2008-12-01) Menezes, Camila Gioconda De Lima E; Perissinoto, Jacy [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    BACKGROUND: joint attention in children with autistic spectrum disorders. AIM: to evaluate joint attention ability in subjects with autistic spectrum disorders in different contexts and with different interlocutors. METHOD: twenty subjects with ages between four and twelve years, diagnosed with autism or asperger syndrome (DSM-IV-TR, 2002) by a multidisciplinary team, with no associated disorders, and who were enrolled in language therapy for at least six months were assessed. The Symbolic Maturity Assessment Test was used to evaluate joint attention behaviors. An adaptation that included the Semi-Structured Play situations was carried out for this research. For all of the studied situations (free play; semi-structured play with speech and language therapist and the caregiver; imitation) the following joint attention behaviors were observed: alternate, point, show (by child's initiative or in response to adult's action) and look at adult's action (response behavior). The last included the differentiation of the ways by which the adult drew the child's attention (talking; gesturing; or both). RESULTS: the different situations changed the way these subjects shared attention. The adult's intervention proved to be effective in triggering an increase in the occurrence of joint attention behaviors, mainly in response to the adult. No differences were found between interlocutors (speech therapist and mother) in semi-structured situations, probably because both interlocutors synchronized their behaviors with the children. CONCLUSION: the evaluation of joint attention behaviors in play contexts was effective and the interference of a known adult was reflected in the increase of the occurrence of these behaviors in semi-structured and imitation situations.
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    Intervenção precoce em crianças com Transtorno do Espectro Autista: elementos para uma participação ativa da família
    (Universidade Federal de São Paulo (UNIFESP), 2020-06-16) Morato, Amanda Prado [UNIFESP]; Silva, Carla Cilene Baptista da [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    With regard to care in the first years of life, early intervention programs are important for the identification of risks in child development, for comprehensive and caring care for children with family involvement. There are four types of early intervention approaches that consider the family, in some way in their intervention process: centered on the professional; allied to the family; focused on the family; and family- centered. In this perspective, the research aims to understand the perceptions of family members about the practice performed by the existing team at SIPTEA-CER- PG regarding the active participation of the family in the interventions. Through the option for a qualitative method, the study is characterized as cross-sectional, descriptive and exploratory. Therefore, data collection was performed using semi- structured interviews. The participants in this research were nine family members (mothers or fathers) of children with Autism Spectrum Disorder (ASD), aged zero to four years and 11 months, patients of CER-PG and inserted in the early intervention service. After data collection, thematic content analysis began, with four categories identified: 1) family participation; 2) the family as a promoter of the child's development; 3) how support for families in the intervention happens; 4) the difficulties encountered by families in the service. Based on the results, it is possible to observe that the practice of this service team is not exclusively related to a single model of support for families, there is an active participation of the family, even though it is mostly a practice aligned with the focused support model in the family. Therefore, in order to have a more specific approach, especially the one focused on the family, it is necessary for professionals to understand the importance of family participation in the entire intervention process and to train them on specific knowledge to support their action. It is hoped that this study can contribute to and encourage discussions on early intervention, on models of family support, especially on children with ASD.
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    Process of speech acquisition and development of autistic children with or without autistic regression
    (Sociedade Brasileira de Fonoaudiologia, 2014-07-01) Tamanaha, Ana Carina [UNIFESP]; Machado, Gislaine Mara Guerra; Loebmann, Carla; Perissinoto, Jacy [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    PURPOSE:To compare the trajectory of acquisition speech and development of autistic children with or without autistic regression.METHODS:The sample consisted of 64 children, aged 3-10 years, of both genders, diagnosed by a multidisciplinary team with autism. In the analysis were investigated during the interview: mention whether or not the episode regression speech reported by parents; number of words produced in a minimum period of three months prior to detection of regression; mention whether or not the episode regression social behaviors concomitant arrest in speech, verbal and production at three years of age. We adopted a significance level of 5% for statistical analysis.RESULTS:Thirty one percent of children had speech regression. These, 100% showed regression of social behaviors. Mean words produced before the detection regression were five. The groups did not show difference on the period of acquisition and development of speech.CONCLUSIONS:It was possible to compare the trajectory speech development of children with or without regression. And we did not find that the children affected by autistic regression period show more positive clinical outcome in relation to the production of speech.
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    Recursos Interacionais Multimodais Mobilizados Por Uma Criança Com Transtorno Do Espectro Autista (Tea) Em Brincadeiras Familiares
    (Universidade Federal de São Paulo (UNIFESP), 2018-08-23) Cots, Caroline Paola [UNIFESP]; Cruz, Fernanda Miranda Da [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This Research Wasdedicated To The Systematization, Description, And Analysis Of The Use Of Multimodal Interactive Resources Mobilized By A Child Diagnosed With Autistic Spectrum Disorder (Asd), Under The Pseudonym Luiza, During Familiar Everyday Situations In Which Spontaneous Play Emerged. Multimodal Interactional Resources Are Those Of A Distinct Semiotic (Goodwin, 2010), Verbal, Corporal And Material Nature, Mobilized By Participants During The Construction Of Their Linguistic-Interactive Practices. Our Interest Arose From The Description Of What Would Be Asd, Defined As A Condition That Affects Neurodevelopment Characterized, Among Other Things, By The Difficulty In Communication And Social Interaction, And By Restricted And Repetitive Behavior And Interests (Lai, Lombardo And Baron-Cohen, 2014). We Base Our Investigations On A Social Interaction Perspective Of Language Study On Asd (Ochs And Solomon, 2010, Sterponi, Kirby And Shankey, 2014, Sterponi And Kirby, 2015, Ochs, 2015), Which Has Shown That Many