Made available in DSpace on 2016-03-15T19:40:04Z (GMT). No. of bitstreams: 1 Claudia Aparecida Valasek.pdf: 3051872 bytes, checksum: 74892c88676016fa1df9dfd31b5764d2 (MD5) Previous issue date: 2013-02-07 / Fundação de Amparo a Pesquisa do Estado de São Paulo / In the last decades the research interests in the false memory phenomenon have been amplified. The number of studies in the literature that investigate the electrophysiological components underlying the true recognition and the false recognition is still scarce, principally with respect to children and adolescents with autism diagnostic. The aim of this study was to analyze the behavioral differences in the performance of the subjects in the adapted Roediger and McDermott paradigm task in both groups and verify the presence of electrophysiological components in the recognition phase. Fifteen children/adolescents participated in the experiment. Seven of the subjects belonged to the autism diagnostic group (mean 15 + 3,6) and 8 subjects belonged to the typical development group (mean 10,7 + 2,5). The behavioral results showed that there was not a significant difference in the rates of correctness on the recognition of the target word, error by critical clue and critical distractor. Contrary to what was expected, this difference was also not observed in the children with autism. This might indicate that a literal information processing does occur in this kind of task. The analysis of the electrophysiological data in the recognition phase revealed the old/new component (500-1000ms) that presents higher amplitude for true recognition than for false recognition. It is interesting to notice that this component was observed on both typical development and autism groups. Moreover, it has been observed the low amplitude P1 component for correct rejection of critical clues in comparison to other types of correct answers. This component seems to be sensible to the discrimination of semantically associated words. Another component found but not described in the literature for this type of task is the P2 component. Therefore, this study may increase the knowledge about the neurobiological basis and the behavioral functioning, especially regarding the semantic word processing. / Nas últimas décadas o interesse pela investigação do fenômeno da falsa-memória tem se ampliado. Na literatura ainda é escasso o número de estudos que investigam os componentes eletrofisiológicos subjacentes ao reconhecimento verdadeiro e ao reconhecimento falso, principalmente no que diz respeito a crianças e adolescentes com diagnóstico de autismo. O presente trabalho teve como objetivo analisar as diferenças comportamentais no desempenho da tarefa adaptada do paradigma de Roediger e McDermott nos dois grupos e verificar a presença de componentes eletrofisiológicos na fase de reconhecimento. Participaram do estudo 15 crianças/adolescentes, sendo 7 de grupo com diagnóstico de autismo (média 15 ±3,6) e 8 de grupo com desenvolvimento típico (média 10,7 ±2,5.). Resultados comportamentais mostram que não houve diferença significativa entre as taxas de acertos por reconhecimento da palavra-alvo, erro por falsas-pistas e erro por distratores. Ao contrário do que se esperava essa diferença também não foi observada no grupo de crianças com autismo, indicando assim que talvez não ocorra neste tipo de tarefa um processamento literal da informação. Análise dos dados eletrofisiológicos na fase de reconhecimento revelou o componente old/new (500-1000ms) que apresenta maior amplitude para reconhecimento verdadeiro em comparação ao reconhecimento falso. O interessante é verificar que esse componente foi observado tanto no grupo de desenvolvimento típico como no grupo com autismo. Além disso, foi encontrado componente P1 de menor amplitude para rejeição correta de falsas-pista em comparação aos outros tipos de acertos. Esse componente parece sensível a discriminação das palavras com associação semântica. Outro componente encontrado e que não é descrito na literatura para esse tipo de tarefa é o componente P2. Dessa forma, este estudo pode aumentar o conhecimento sobre as bases neurobiológicas e comportamentais do funcionamento no especialmente no que se refere ao processamento semântico de palavras.

Made available in DSpace on 2016-03-15T19:40:33Z (GMT). No. of bitstreams: 1 Luciana Cristina Lourencao.pdf: 752707 bytes, checksum: 1b88457ea10e0157d6392d2f5ecea036 (MD5) Previous issue date: 2008-08-14 / Pervasive Developmental Disorders (PDD) refer to a group of persistent and long-lasting behavioral disturbances characterized by qualitative implications on communication and social interaction, restrictive patterns of interests and stereotyped behaviors. Evidences have pointed to an atypical style of visual processing in autism, which is a condition belonging to PDD. This research was carried out in order to verify the familial and not familial face processing in children with Asperger syndrome (AS) or with Not Specified PDD (PDD-NOS) and to compare it with the same processing in control-children. Pictures of holistic faces (whole face and profile) and of parts of the face (eyes, nose and mouth) were presented to the children in a computer screen. The case-group refers to seven children with AS or PDD-NOS, and the control-group included other seven children with typical development. Children were 6-12 year old. All children had minimal IQ = 70 (WISC). Diagnoses of AS and PDD-NOS was established by the application of the Autism Screening Questionnaire (ASQ) and the Screening Questionnaire for Asperger Syndrome (ASSQ). Significant differences (p = 0,018) were observed inside the case-group when compared the success frequencies of familial (100%) and not familial (42%) faces. There were no significant differences between case and control groups in relation with success frequencies and time spent for familial whole faces processing. It is supposed that individuals with AS or PDD-NOS are able to develop an holistic style for processing very close familial whole faces. / Os Transtornos Invasivos do Desenvolvimento (TID) constituem um grupo de desordens do comportamento duradouras e persistentes que se caracterizam por comprometimento qualitativo da comunicação e da interação social, padrões restritos de interesses e presença de comportamentos estereotipados e maneirismos. Evidências crescentes mostram um estilo de processamento visual atípico no autismo, que faz parte desse grupo de desordens. O objetivo deste estudo foi verificar o reconhecimento de faces familiares e não familiares em indivíduos com síndrome de Asperger (SA) e com TID Sem Outra Especificação (TID-SOE) e compará-lo com o de um grupo-controle. Para tanto, utilizaram-se figuras de faces familiares holísticas (face inteira e perfil) ou de partes da face (olho, nariz e boca). Participaram da pesquisa 14 crianças do sexo masculino com idades variando de 6 a 12 anos. As sete crianças com SA e TID-SOE formaram o grupo-caso, e outras sete com desenvolvimento típico, o grupo-controle. Foi estabelecido como critério de inclusão QI mínimo de 70, avaliado pelo WISC em toda a amostra. As crianças do grupo-caso foram avaliadas com a aplicação do Autism Screening Questionnaire (ASQ) e do Screening Questionnaire for Asperger Syndrome (ASSQ). Considerando o grupo-caso, encontrou-se diferença significativa (p = 0,018) nos acertos quando comparadas figuras de faces familiares (100%) e não familiares (42%). Não foram observadas diferenças entre os grupos em relação ao número de acertos e ao tempo necessário para o reconhecimento da prancha familiar de face inteira. Supõe-se que os indivíduos com SA e TID-SOE conseguem desenvolver uma forma holística de processamento mediante uma face inteira familiar muito íntima.

L'étude bibliographique des conséquences des troubles du développement de l'enfant sur la qualité de vie (QDV) de chacun de ses parents identifie de nombreux arguments en faveur d'un impact important mais montre l'insuffisance des connaissances actuelles en ce domaine et le manque d'outils d'évaluation validés en français. Pourtant le concept multidimensionnel de qualité de vie, dont l'usage est croissant, pourrait être particulièrement opérant pour déterminer les besoins des parents, principal support de l'enfant au développement troublé. Cette thèse décrit le processus de validation du Par-DD-qol, questionnaire d'auto-évaluation de l'altération de la qualité de vie parentale liée aux troubles de l'enfant. Le questionnaire (17 items) a été proposé aux 590 parents de 349 enfants avec troubles du développement du spectre autistique et non autistiques. Une approche complémentaire de la validité transnosographique a été effectuée auprès de 304 parents d'enfants sans troubles du développement et hospitalisés en pédiatrie. L'étude multitrait permet de déterminer 3 scores: total, adaptatif et émotionnel. Les résultats sont en faveur d'altérations plus importante de la QDV des parents d'enfants autistes comparativement à ceux d'enfants non-autistes et hospitalisés en pédiatrie. Ils montrent que ce questionnaire, court et utilisable en pratique clinique de routine, a de bonnes qualités psychométriques et peut permettre d'évaluer la qualité de vie de chacun des parents de façon indépendante. L'étude de sa validité de contenu, de la sensibilité au changement et d'une utilisation générique d'évaluation de la QDV parentale liée aux troubles de l'enfant demandent à être poursuivies. Les questions méthodologiques, le développement ultérieur possible, sont discutés ainsi que les implications pour la pratique clinique et le support des parents. / Parents are the main child support during development and have to cope with the developmental disorders of their child over the years. Most of them reported high levels of burden following their child’s diagnosis. The subjective, multidimensional concept of quality of life (Qol) could be operative to apprehend how the domains of parental life which have been impaired may decrease the parents' abilities to cope with the main needs of their child. However the widespread use of the Qol concept contrasts with the lack of validated tools and studies about this issue. Our aim was to validate the Par-DD-qol, a French questionnaire devised in order to assess the impairments of parental quality of life.The 17 item self rated questionnaire was completed by 590 parents of 349 children with developmental disorders (autistic and non autistic). An additional approach of the cross-diagnostic validity was made with 304 parents of children without developmental disorders and hospitalized in paediatrics. Three scores were identified: emotional score, adaptative score and global score. The main psychometric features are presented. This short questionnaire has good psychometric qualities and could be helpful in routine clinical care. It is not specific and could allow comparative studies..The study of the content validity, the responsiveness and cross-diagnostic validity needs further development. Methodological and therapeutic issues, implications for improvement of family support are discussed.

OF MASTER DEGREE Name: Bc. Andrea Gebauerová Supervisor: Mgr. Anna Kuželková Consultant: PhDr. Milan Pešák Oponent: Title: Alternative communication for clients with pervasive developmental disorder Abstract: The main purpose of this thesis was to find out and describe options and meaning of accupational therapy intervention in the area of alternative communication for clients with pervasive developmental disorder. These clients always show specific disrupted areas, which are social interactions, game and communication. The areas are interconnected and restrict these individuals in their self-sufficiency and daily life. Most of these clients need a compensation tool for communication. The theoretical part deals with most used methods and tools in alternative communication. It describes the simplest communication systems to the latest assistive technologies, which are used mostly abroad. An important part for the clients is an interprofessional team of proffesionals, who together determine therapeutic purpose and problematic parts of clientś life. The practical part describes the most common interprofessional cooperation at the clients. Based on jointly stated purpose for six clients with pervasive developmental disorder was design ergotherapeutic intervention and were suggested optimal tools for...

This research project explores the contribution of prenatal stress to the pathogenesis of autism as a neurobiological developmental disorder. The neurobiological impact of stress prior to the 28th week of gestation might produce structural neural changes, specifically regarding the cerebellum, the brain stem and limbic pathways, including the hippocampal area, which concept relates closely to the pathogenesis of autism. In this research project a significant focus is placed on prenatal hipothalamic-pituary-adrenal (HPA) activity due to the HPA axis’ interactivity with cortisol, digoxin and serotonin, as these biochemicals are significantly implicated in programmed foetal development, postnatal cortical behaviour, postnatal learning, as well as in functional impairment of socialization, communication and imagery associated with autism. Based upon the rationale of this research project and the conceptualisation of the topic of interest, the research problem was formulated as follows: In what unique ways does prenatal stress contribute to the pathogenesis of autism as a neurobiological developmental disorder? Sub questions included: Did the mother of the dizygotic twins experience significant stress during the period of gestation? What structural brain differences can be observed among the dizygotic twins at hand of MR-imaging? To which periods of prenatal development can these structural differences be related? How do these differences account for sensory, motor, cognitive, and affective behavioural differences among the dizygotic twins? What plasma differences can be observed among the dizygotic twins at hand of blood sampling? How does elevation of pre- and postnatal glucocorticoids relate to plasma difference among the dizygotic twins? How do these plasma differences account for sensory, motor, cognitive, and affective behavioural differences among the dizygotic twins? This research project represents quantitative research. The mode of inquiry is non-experimental at hand of a single dizygotic twin study. The following data generating strategies were employed: clinical intake interviews, administration of a diagnostic stress inventory and the 16-PF Questionnaire, MR-imaging, and the collection of blood plasma pathology results. / Dissertation (M.Ed)--University of Pretoria, 2006. / Educational Psychology / unrestricted

No description available.

The purpose of this study was to survey special education teachers and speech therapists in eleven school districts in Northeast Tennessee regarding their knowledge level (etiology and educational programming) of autism spectrum disorder (ASD). The primary focus of the study was to identify effective programs and methods used by special educators in this region, comparing them to the latest techniques and teaching methods prescribed by recent research. In addition, identified weaknesses were used to recommend future training and staff development to enable educators to provide the best possible programs for children with autism. Five hundred fifty-two surveys were disseminated to special education teachers and speech therapists in eleven school districts in Northeast Tennessee. Two hundred ninety-two professionals responded to the survey, resulting in a return rate of 52.9%. Educators were asked to respond to a total of 44 questions (28 true/false items and 16 multiple choice items). The multiple choice items were designed to obtain demographic information, job related characteristics, preparation and experience teaching students with ASD, and professional needs of special educators in this region. The 16 multiple choice items were categorized into knowledge of ASD etiology and ASD educational programming. The results of the study indicate that there were no marked deficits in special educators' knowledge levels (etiology and educational programming) of ASD. However, the scores on educational programming were consistently higher than scores on etiology. There is a need for further training because very few special educators have been trained in research based methods currently used with students diagnosed as ASD.

This qualitative case study investigated the perceptions of parents of children with autism spectrum disorders (ASD), special education teachers, and general education teachers in a Northeast Tennessee public school system regarding educational interventions for children with ASD including what interventions they have found effective, the barriers and challenges they have faced, and how they view their relationships with one another. Data were collected through interviews with a purposeful sample of 7 parents of 6 children with autism spectrum disorders, 8 special education teachers, and 6 general education teachers and a review of documents. Parent and teacher participants represented children at all levels on the autism spectrum, a variety of grade levels (PreK-12), and a wide range of educational placements. Data were analyzed using the constant comparison analysis method. Nine themes emerged describing parent and teacher perceptions of educational interventions they found effective for children with ASD. These themes were intensive early intervention using multiple methods; a structured learning environment; adult-mediated and peer-mediated interventions for social and communication skills; inclusion with a balance of direct services; support staff to facilitate inclusion; a functional approach to problem behaviors; alternative and augmentative communication interventions; and sensory-motor interventions. Barriers faced by parents and teachers included lack of training and knowledge; lack of time; challenges caused by characteristics of ASD; problematic teacher attitudes; problematic parent attitudes; transition issues; and need for additional services. Parents and teachers described factors that facilitate positive parent-teacher relationships including collaboration, teamwork, and support; on-going communication; IEP Team processes; and positive teacher relationships with autistic children. The current study helps to fill a gap in the existing research literature by adding to knowledge about parent and teacher perceptions of educational interventions for children with ASD. Recommendations are made based on study findings to provide parents and teachers with insights from other points of view that can facilitate mutual collaboration in meeting the educational needs of children with ASD.

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.

Made available in DSpace on 2016-04-27T18:12:36Z (GMT). No. of bitstreams: 1 Marta Cecilia Rabinovitsch Gertel.pdf: 289435 bytes, checksum: 43ff4cd776f52360ea872b71bf47d3ab (MD5) Previous issue date: 2008-07-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Introduction: In the field of Speech Therapy it is possible to find questionings on how our clinical intervention could facilitate the insertion of the individual, mainly patients with special needs. This way the context of speech therapy clinic could be directed to help the patient finding his own personal place, a fundamental aspect that will give him the sense of belonging both to his family and to school. The theoretical referential from Winnicott is the base of this research and it has been legitimated in various other researches from the speech therapy area in the sense of revealing ways to welcoming the patient, the complaint and the demand, understating through the therapeutic relation the needs and queries in the life of the individual who comes for treatment. It is important to stress that it is part of the clinic perspective the extension of care to the environment, in this case family and school, whenever necessary. Objective of this work: reflect and discuss the role of the speech therapist in conducting these therapeutic strategies during treatment of a child with Pervasive Developmental Disorder, mainly related to family and school. Methodology: This research is from a clinic-qualitative nature and was developed through a clinic case study of a child suffering from Pervasive Developmental Disorder. The material used was prepared from recorded reports and comprises the clinical material obtained on the family counseling from July 2002 to November 2004. The material cuts obtained portray the route followed through the patient story main point, stressing out significant moments that originated the development of the speech therapy therapeutic process regarding speech communication, social integration in the school and family environment. Results: The patient involved in this study attends normal classes and since speech therapy treatments, presented significant development in both social and family behavior, apart from showing an effective advance in oral communication. Conclusions: Assuming a perspective that leads the treatment to a child in a unique way, the therapeutic focus goes beyond clinic manifestations. To favor a physical and emotional environment able to promote constitutive experiences that respect the singularity of each patient taking into consideration the reality of the family and the community where the social nucleus is inserted. As a consequence ethnic identity, culture and ethics are better understood as fundaments of the human being and therefore as place of rooting and existence. In our understanding therefore the role of Phonoaudiology (speech therapy) could be directed to the creation of situations that will favor each patient process of inclusion in life, with all the respect that every one deserves / Introdução: No campo fonoaudiológico é possível encontrar questionamentos quanto a forma como nossa intervenção clínica pode favorecer a inserção do indivíduo na sociedade, principalmente nos pacientes com necessidades especiais. Nesse sentido, o contexto da clínica fonoaudiológica pode ser direcionado para auxiliar o paciente a encontrar um lugar próprio e pessoal, aspecto fundamental para que lhe seja possível alcançar o sentido de pertencer a sua família e à escola. O referencial teórico de Winnicott embasa esta pesquisa e vem sendo legitimado em vários estudos da área fonoaudiológica, no sentido de desvendar maneiras de acolher o paciente, a queixa e a demanda, compreendendo, assim, por meio da relação terapêutica, necessidades e questionamentos que atravessam a vida da pessoa que chega para atendimento. Cabe ressaltar que faz parte desta perspectiva clínica a extensão dos cuidados ao ambiente, neste caso família e escola, sempre que se fizer necessário. Objetivo do trabalho: refletir e discutir sobre o papel do fonoaudiólogo na condução das estratégias terapêuticas durante o atendimento de uma criança com Transtorno Global do Desenvolvimento, principalmente no que se refere à família e à escola. Método: Esta pesquisa é de natureza clínico-qualitativa e foi desenvolvida por meio de um estudo de caso clínico, de uma criança com Transtorno Global do Desenvolvimento. O material utilizado foi elaborado a partir de registros em forma de relatórios e abrangem o material clínico obtido nos atendimentos à família e à escola, de julho/ 2002 a novembro/2004. Os recortes no material obtido retratam o percurso seguido ao longo do eixo da história do paciente enfatizando os momentos significativos que geraram desenvolvimento do processo terapêutico fonoaudiológico no que se refere à comunicação oral, integração social no ambiente familiar e escolar. Resultados: O paciente envolvido neste estudo freqüenta classe de ensino regular e, a partir dos atendimentos fonoaudiológicos, apresentou desenvolvimento significativo em seu comportamento social e em família, além de efetivo avanço em sua comunicação oral. Conclusões: Ao assumir uma perspectiva que direciona o atendimento para a criança de maneira singular, o enfoque terapêutico coloca-se para além das manifestações clínicas. Procura-se propiciar um ambiente físico e emocional capaz de promover experiências constitutivas que respeitem a singularidade de cada paciente levando em conta a realidade da família e da comunidade onde se encontra inserido aquele núcleo social. Como conseqüência a etnia, a cultura e a ética passam a ser compreendidas como fundantes do ser humano e, portanto, como lugar de enraizamento e existência. Portanto, em nosso entender, a atuação fonoaudiológica pode ser direcionada para a criação de situações que favoreçam o processo [de cada paciente] de inclusão na vida, com o respeito que todas as pessoas merecem