This research deals with the effects that living with a sibling with Autism/PDD has. The aim of the research was to investigate the effect of living with a sibling with Autism/PDD by using play therapy methods. In order to achieve this goal the researcher undertook a literature study to provide a better insight into the dimensions and complexities of defining Autism/PDD and its related conditions, an in-depth look at the triad of impairments and the influence this has on the functioning of siblings of children with Autism/PDD. The second objective was to undertake an empirical study with regards to the influence of Autism/PDD on the functioning of these siblings. The third objective was to make recommendations to parents and people working in families with children with Autism/PDD that will enable them to respond to the needs of these siblings. The researcher made use of applied research. The data collection phase consisted of unstructured interviews, conducted in the form of a play process. The research question was the following: What is the effect of living with a sibling with Autism/PDD? Qualitative research was used in this study to enable the researcher to do a subjective exploration of reality as opposed to the outsider perspective of quantitative research. This study focused on the following aspects: helping, advocacy, awareness and a need for information, positive and negative feelings that the respondents experienced about their siblings, the effect on the child in middle childhood as well as family stresses. The researcher came to the conclusion that siblings of children with Autism/PDD experience both positive and negative feelings with regards to their brother/sister with Autism/PDD. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2005. / Social Work / unrestricted

[pt] O diagnóstico do autismo é feito com base na tríade de prejuízos que engloba problemas na comunicação, nos comportamentos sociais e padrões restritos e repetitivos de comportamentos, interesses e atividades. Embora esse critério diagnóstico não faça referência em momento algum a prejuízos sensoriais, crescem as evidências, advindas principalmente de relatos autobiográficos de autistas de alto funcionamento, de que o transtorno autista seja uma condição diretamente relacionada a um aparato sensorial imperfeito. Essas evidências são complementadas com pesquisas científicas que levam em consideração, em sua maioria, relatos retrospectivos de pais e cuidadores. Estudos indicam que problemas sensoriais já estão aparentes no primeiro ano de vida de uma criança autista, podendo inclusive ser úteis para um rastreamento precoce do transtorno. Considerando-se a importância do aparato sensorial para o desenvolvimento das relações interpessoais do bebê e o fato de 69% a 80% dos autistas apresentarem problemas sensoriais, o objetivo do trabalho é iniciar uma reflexão sobre a possível relação da tríade de prejuízos do autismo com um aparato sensorial imperfeito no bebê, começando a se pensar no autismo como, talvez, um transtorno de natureza sensorial. / [en] The diagnosis of autism is based on a triad of impairments that includes communication problems, social impairments and repetitive and restricted patterns of behaviors, interests and activities. Although this diagnosis criterion does not make reference to sensory impairments, evidence arising from autobiographical accounts of high-functioning individuals with autism, suggests that the autistic disorder is directly related to an impaired sensory apparatus. Such evidence is complemented with scientific research based mostly on retrospective accounts from parents and caretakers. Studies indicate that by the first year of an autistic child´s life, sensory impairments are already apparent, and may be useful to an early identification of the disorder. Considering the importance of the sensory apparatus to the development of a child´s interpersonal relations and the fact that approximately 69% to 80% of autistic individuals present sensory problems, the purpose of this work is to suggest a link between the triad of impairments associated with autism and an impaired sensory apparatus in babies, thus starting to approach autism as, perhaps, a disorder of sensory nature.

The thesis deals with Autistic Spectrum Disorders in terms of their ethology and diagnostic criteria. The theoretical part further describes development of terminology of these disorders and historical concept of care of individuals with Autism. Included are also categories of disabilities and their symptoms. Another chapter discusses the specifics of self-help skills of children with Autism and characterizes motor development of preschool children with an emphasis on motor imitation, as one of the sub-kinetic abilities. The aim of the research work is to analyse the degree of influence of motor imitation on the development of self-help skills of children with Autism. It focuses on evaluation of the developmental level of the respondent's self-help skills and its development influenced by intensive imitation training. Determination of the actual developmental level allows easier orientation within self-help skills that can be practiced with the child. Their list is located in the attachments. Further research clarifies what techniques were the most successful during motor imitation training. KEYWORD Autism spectrum disorders, pervasive developmental disorder, triad of impairments, motor development, motor imitation, self-help skills.

This diploma thesis focuses on the topic of problematic behaviour of pupils with autism and medium mental retardation in an educational process. The main aim of this work is to learn about and describe teaching staff's experience with the occurrence and ways of handling problematic behaviour of these pupils. The theoretical part describes the basic terms related to autism, mental retardation and it also outlines a historical context of autism, etilogy, its classification and characteristic symptoms. The thesis also focuses on the diagnostic process in the psychological and pedagogical diagnostics, an overview of basic obligatory diagnostic tools is provided. It deals with the legislative framework of the education of pupils with autism and medium mental retardation, it describes the most common educational methods and therapeutic approaches in special schools. Next chapter defines the term problematic behaviour, outlines the diagnostic evaluations and some specific approaches to correcting such behaviour. The practical research part is based on the qualitatively-oriented methodology and it works with data gained from 11 semi-structured interviews with the school deputy directors, special pedagogues - teachers, assistant teachers - educators from three elementary schools separately established for...