The Profile of Functional Emotional Development of Children with Autism Spectrum Disorders from the Perspective of Developmental, Individual Differences(DIR), Relationship-based Approach | ||
| Journal of Pediatric Perspectives | ||
| مقاله 4، دوره 2، شماره 4.1، دی 2014، صفحه 245-256 اصل مقاله (427.17 K) | ||
| شناسه دیجیتال (DOI): 10.22038/ijp.2014.3205 | ||
| نویسندگان | ||
| Shahrbanoo Aali* 1؛ Seyed Amir AminYazdi2؛ Mohammad Saeed Abdekhodaei2؛ Fatemeh Moharreri3؛ Ali Ghanaei Chamanabad4 | ||
| 1Ph.D Student of Psychology, Department of Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| 2Associatet Professor of Psychology, Department of Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| 3Assistant Professor of Child and Adolescent Psychiatry, Psychiatry and Behavioral Sciences Research Center, Ibn-e-Sina Hospital, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. | ||
| 4Assistant Professor of Cognitive Neuroscience, Department of Education, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| چکیده | ||
| Introduction: The dominant approach in the etiology and treatment of autism spectrum disorder (ASD) is a behavioral approach. Proponents of the behavioral model believe that children with autism in access to capabilities in achieving love, empathy, language and creative thinking, have significant fundamental defects. Instead model-based development of individual differences relationship offers a new approach in the etiology and treatment of autism spectrum disorders. According to this approach, early signs of autism and the major differences between these children with normal children, is the difference in capability development , nor behavioral symptoms. Methods and Materials: This study was a descriptive survey. Our research society were Children 4 to 6 years with ASD at official training centers for autism in Mashhad-Iran and among them 40 children with available sampling, were selected according to the study entry criteria. 40 normal children that were matched with autistic children in sample group were selected as a comparison group. Data were analyzed using of spss16 with descriptive statistics, ANOVA and chi square test. Results: Autistic Children at the ability to regulate attention, attraction and interest in human relations; exchange of desires, intentions and thoughts with others, shaping ideas and the ability to think logically, have a lower mean and no significant difference was observed between the two groups (P<0.05). Also, based on chi-square test, there was a significant relationship between the frequency observed in autistic children and normal children at the functional domains of emotional development (P<0.05). Also, 57.5% of autistic children were seriously deficient in the above capabilities and none of them were placed in the higher range; while 95% of normal children were in the range of moderate to high. Conclusion: Autistic Children in the early stages of functional emotional development, in comparison with normal children had serious defects and the difference, increased a the higher levels of development. This can be verified the evolution of language development and logical thinking and knowledge of the subject, can be effective in the early detection and treatment of this disorder. | ||
| کلیدواژهها | ||
| Autism؛ Developmental Profile؛ DIR؛ Functional-emotional development | ||
| مراجع | ||
|
1. Lord C, Risi S, DiLavore PS, Shulman C, Thurm A, Pickles A. Autism from 2 to 9 years of age. Arch Gen Psychiatry 2006; 63(6):694-701.
2. Handleman JS, Harris S. Preschool Education Programs for Children with Autism (2nd ed). Austin, TX: Pro-Ed. 2000.
3. National Research Council. Educating Children with Autism. Washington, DC: National Academy Press, 2001.
4. Watts TJ. The pathogenesis of autism. Clin Med Pathol 2008; 1: 99-103.
5. Volkmar F, Siegel M, Woodbury-Smith M, King B, McCracken J, State M. Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder. J Am Acad Child Adolesc Psychiatry 2014;53(2):237-57.6. Baird G, Simonoff E, Pickles A, Chandler S, Loucas T, Meldrum D, et al. Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: the SpecialNeeds and Autism Project (SNAP). Lancet 2006 15;368(9531):210-5.
7. Bauman ML, Kemper TL. Neuroanatomic observations of the brain in autism: a review and future directions. Int J Dev Neurosci 2005;23(2-3):183-7.
8. Casenhiser DM, Shanker SG, Stieben J. Learning through interaction in children with autism: preliminary data from asocial-communication-based intervention. Autism 2013;17(2):220-41.
9. Greenspan S I, Wieder S. Developmental patterns and outcomes on Infants and children with disorders of relating and communicating: A chart Review of 200 cases of children with Autistic Spectrum Diagnoses. J Developmental and Learning Disorders1997; 1(1): 87-141.
10. Greenspan S, Wieder S. Engaging autism: Using the floortime approach to help children relate, communicate, and think 1th ed, Da Capo Press; 2006:1- 229.
11. Greenspan S. The Developmental Approach to Family Functioning: The Historical background of the different ways or lenses or theories – all different ways of looking at families – a very complex process2007. Available from http://www.icdl.com/distance/webRadio/documents/RadioShow2007071807L.pdf
12. Kanner L. Autistic disturbances of affective contact. J Nervous child 1943; 2(3): 217-50.
13. Greenspan S. Children with autistic spectrum disorders: Individual differences, affect, interaction, and outcomes. J Psychoanalytic Inquiry 2000; 20(5): 675-703.
14. Karimian J. Functional, emotional development in preschool children with ADHD. MA Thesis, College of psychology and education science, Ferdowsi University of Mashhad, 2011.
15. Verhulst F, Ende Vd. Informa Healthcare, UK. j Assessment Scales in Child and Adolescent Psychiatry 2006:131-3.
16. Ozonoff S, Goodlin-Jones BL, Solomon M. Evidence-based assessment of Autism Spectrum Disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology 2005; 34(3): 523-40.
17. Schopler E, Reichler RJ, DeVellis RF, Daly K. Toward objective classification of childhoodautism: Childhood Autism Rating Scale (CARS). J Autism Dev Disord 1980;10(1):91-103.
17. Yazdi A. Integrative development of human: Developmental, Individual – Differences, Relationship based (DIR) Model. Journal of Education 2012; 2(1):109 -126.
18. Salt . The Scottish center for Autism preschool treatment program. J The National Autistic society 2002; 6 (1): 33.
19. Hwang B , Hughes C. Increasing Early social Communicative skills of preverbal children with Autism through social Interactive Training. J Assessment for persons with severe Handicaps 2000; 25:18-28.
20. Rogers S, Delalla D. QA comparative study of the effects of a developmentally based instructional model on young children with autism and young children with other disorders of behavior and development. JTopic in Early childhood special Education 1991; 11:29-47.
21. Solomon R, Necheles J, Ferch C, Bruckman D. Pilot study of a parent training program for young children with autism The PLAY Project Home Consultation program.J Autism 2007; 11(3): 205-224.
22. Mahoney G, Perales F. Using Relationship-Focused Intervention to Enhance the Social—Emotional Functioning of Young Children with Autism Spectrum Disorders. J Topics in Early Childhood Special Education 2003; 23(2): 74-86.
23. Pajareya K, Nopmaneejumruslers K. A pilot randomized controlled trial of DIR/Floortime™ parent training intervention for pre-school children with autistic spectrum disorders. J Autism2011; 15(5): 563-577.
24. Wetherby, A., Koegel RL, Mendel M. Central auditory nervous system dysfunction in echolalic autistic individuals. Journal of Speech and Hearing Research 1981; 24(3): 420-29. 25. Sigman M, Ungerer JA. Attachment behaviors in autistic children. Journal of Autism and Developmental Disorders 1984; 14(3): 231-244. | ||
|
آمار تعداد مشاهده مقاله: 4,537 تعداد دریافت فایل اصل مقاله: 6,863 |
||