A partir d’une expérience clinique pédopsychiatrique réalisée dans le dispositif d’un secteur de psychiatrie infanto juvénile, ce travail tend à expliciter les particularités de fonctionnements psychopathologiques d’enfants présentant un diagnostic de Trouble Envahissant du Développement (TED) tel que décrit dans la Classification Internationale des Maladies de l’Organisation Mondiale de la Santé dans sa 10éme version (CIM10).La réalisation d’une revue de la littérature inscrite dans une perspective historicisante et compréhensive de la construction de l’ensemble nosographique des TED nous a permis de générer l’hypothèse que la position autistique serait corrélée de manière privilégiée aux catégories diagnostiques dénommées TED Autistique et recouvrant les catégories diagnostiques F84.0 d’autisme infantile et F84.5 de syndrome d’Asperger de la CIM 10 et que la position psychotique est corrélée de manière privilégiée aux catégories diagnostiques dénommées TED Non Autistique et recouvrant les catégories diagnostiques F84.1 Autisme atypique et F84.8 Autres TED de la CIM 10.Dans le cadre de ce travail, nous avons pu réaliser une étude rétrospective d’une population clinique d’enfants à partir de données recueillies dans le cadre des évaluations pluridisciplinaires portées par le Centre Ressource Autisme du Nord Pas de Calais.Au vu des éléments analysés dans le cadre de cette recherche, un élément de différenciation possible entre les deux groupes de sujets s’organise autour des capacités de repérage et de la prise en compte des aspects affectifs et émotionnels dans le rapport au Monde. Ce travail, portant sur l’étude de particularités de fonctionnement psychopathologique des enfants présentant un TED, s’inscrit dans le l’objectif de pouvoir contribuer à l’élaboration d’un projet thérapeutique, pédagogique et d’accompagnement personnalisé et le plus ajusté aux besoins mis en évidence. / From clinical experience of psychiatry practice in a French department for mental health, this work is focused on defining psychopathological specificities which are encountered in children with Pervasive Developmental Disorders (PDD) from described in ICD 10.A literature review from a historical and comprehensive perspective has allowed us to generate a research hypothesis. The autistic position would be correlated with autistic PDD and the psychotic position would be correlated with non-autistic PDD.For this project, we implemented a retrospective study based on a clinical population of children who have been evaluated with standard multidisciplinary assessments, done in the Nord-Pas de Calais’s Centre Resource Autisme.Through different observations, we could support the hypothesis that there is a difference between autistic PDD children and non-autistic PDD children in their affective and emotional relationship with the World.Thanks to this description of psychopathological particularities, this study takes us a step closer to offering each child with PDD the best individual support possible.

A higher prevalence of sleep problems and a few specific sleep-wake characteristics have been preliminarily found to be associated with pervasive developmental disorders (PDD). However, there is limited research that has examined multiple variables associated with sleep-wake characteristics and problems of children with PDD. This dissertation study assessed and examined the sleep-wake characteristics, sleep problems, and daytime problem behaviors of children with PDD aged three to fifteen years, and their caregivers’ sleep as well as contextual variables using data from the primary caregivers’ reports and recordings. This study confirmed several findings in the literature related to sleep-wake characteristics and sleep problems in children with both PDD and sleep problems. Although the relationship between sleep and daytime problem behaviors of the children was not found to be statistically correlated, the descriptive data indicated that some conditions such as illness or anxiety of the children negatively impacted their sleep and behaviors. In addition, the children participants with PDD and sleep problems tended to watch TV or to use computer/play video games before bedtime, in comparison to those with PDD but without sleep problems in this study. Moreover, a significant correlation between sleep of the caregivers and of their children was found in the group of children with PDD and sleep problems, but not in the other group of children with PDD but without sleep problems. Lastly, the results of this study showed that the children with diagnoses of PDD were 3.84 times more likely to have sleep problems than those with diagnoses of Asperger’s Disorder (AD) or PDD not otherwise specified (PDD-NOS). These findings are discussed in light of the similarities and differences between the current study and previous literature, and with respect to the implications for practice and research in the field of PDD and sleep. / text

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Made available in DSpace on 2016-03-15T19:40:33Z (GMT). No. of bitstreams: 1 Adriana da Silva Lozano Pires.pdf: 409772 bytes, checksum: 81d037638adb091db33dd7aaf8fdeb7f (MD5) Previous issue date: 2008-08-12 / Pervasive Developmental Disorders (PDD) is an enduring and persistent behavior disorder, in which its individuals present a diminished quality in communication and social interaction, restricted behavior patterns as well as presence of stereotypes and mannerisms (WHO, 1993; APA, 1995). For a good future development of an individual with PDD, early intervention is needed. Such is many times impaired by Brazil s lack of information and difficulty in a precocious diagnosis. This project s goal was to search via internet what kind of information is found in the main Brazilian privet and public institutions and analyze the quality of this data for posterior elaboration of a web site map containing valid information that can elucidate patients, family members and professionals making use of this source. A complete research on public and privet web sites of PDD specialists indicated institutions and subsequent analyzes of their content took place in order to trace how the matter was treated in each web site. The information found on public institution web sites presented reduced information on PDD. Privet institution web sites displayed more appropriate information in the elucidation of questions regarding the matter, specially those of institutions who exclusively work with PDD patients. With this in mind, one can conclude that public institution web sites require an upgrade of content. An alternative for such would be the establishment of partnerships with universities and PDD specialized institutions. Privet institutions, specially those working with a greater number of deficiencies, do not detain specific information on PDD, however detained information clarifies doubts about the deficiency. All of this information contributed for the creation of a web site map allowing enlightment of non attended doubts in the investigated web sites. / Os Transtornos Invasivos do Desenvolvimento (TID) são uma desordem do comportamento duradoura e persistente, na qual os indivíduos apresentam diminuição qualitativa da comunicação e da interação social, padrões restritos de interesses e presença de comportamentos estereotipados e maneirismos (WHO, 1993; APA, 1995). Para que um indivíduo com TID/autismo tenha um melhor desenvolvimento futuro é preciso uma intervenção o mais precoce possível, que muitas vezes é prejudicada pela falta de informação e dificuldade de diagnóstico precoce no Brasil. O objetivo desse trabalho foi buscar via internet quais informações sobre o assunto são encontradas nas mais importantes instituições brasileiras públicas e privadas e analisar a qualidade dessas informações, para posteriormente elaborar um mapa de um site que contemple informações capazes de esclarecer dúvidas de pacientes, familiares e profissionais que usam essa fonte de informação. Foi realizada pesquisa completa dos sites das instituições públicas e das instituições privadas indicadas por especialistas na área de TID/autismo, sendo utilizada posteriormente análise de conteúdo para apontar como o tema foi tratado em cada um dos sites. Os dados encontrados nos sites das instituições públicas apresentaram poucas informações sobre TID/autismo. Os sites das instituições privadas apresentaram dados mais apropriados para o esclarecimento de questões relacionadas ao tema, especificamente em instituições que trabalham exclusivamente com esses pacientes. Concluiu-se que os sites das instituições públicas necessitam de atualização de seus dados, sendo uma das possíveis alternativas o estabelecimento de parcerias com instituições especializadas em TID/autismo e universidades. As instituições privadas, principalmente que trabalham com várias deficiências, não possuem dados específicos sobre os TID/autismo, mas esclarecem muitas dúvidas em relação à deficiência. Todas essas informações contribuíram para a criação de um modelo de mapa de um site que contemplaria o esclarecimento de dúvidas que não foram sanadas por esses sites investigados.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This search started from the interest of thinking about how learning has been conceived at school. Otherwise, I treat about the learning of a specific group: students with Pervasive Developmental Disorders (authists and psychotics). Based on that, this study has as objective to identify the Social Representations of teachers of a school from Santa Maria/RS, about the learning of those students. The theoretical referents used here, were the psychanalist theory and the social representations theory. Throught the analisys of the mirror phase and social representation, it was stablished a relation between both theories. This way, the maping of social representation stablished the field in which the person of learning is antecipated by the teacher with a qualifying approach, were used as instruments for the search of collecting datas of interviews, examined through the analisys of content, and personal observations at school. The analisys of the data, showed that the socialization is seen for the biggest part of the teachers as the main objective of e learning of those students. Besides that, it revealed the influence of social representations about the learning capacity of those people on the teaching and learning processes. Therefore, been able to remean the social representations that point out to the direction of the incapacity of learning of those student, and the own social representation is essencial to your school-learning process. / Esta pesquisa nasceu do interesse em refletir sobre como a aprendizagem está sendo concebida na escola. Porém, trato de aprendizagem de um grupo específico: alunos com Transtornos Globais de Desenvolvimento (autistas e psicóticos). Com base nisso, este estudo teve por objetivo identificar as Representações Sociais de professores de uma escola de Santa Maria-RS acerca da aprendizagem desses alunos. O referencial teórico utilizado foi a teoria psicanalítica e a teoria das Representações Sociais. Através da articulação entre estágio do espelho e representações sociais estabeleceu-se o diálogo entre as teorias. Assim, o mapeamento das representações sociais estabeleceu o campo no qual o sujeito da aprendizagem é antecipado pelo professor. Em uma abordagem qualitativa, foram utilizados como instrumentos de coleta de dados entrevistas, examinadas através da análise de conteúdo, e observações participantes na escola. A análise dos dados mostrou que a socialização é vista pela maior parte dos professores como o objetivo principal da escolarização desses alunos. Além disso, revelou a influência das representações sociais acerca da capacidade de aprender desses sujeitos no processo de ensino-aprendizagem. Sendo assim, poder ressignificar as representações sociais que apontam para a direção da incapacidade de aprender desses alunos e a própria representação de socialização é essencial para seu processo de escolarização.

This investigation was concerned with determining the effectiveness of filial therapy as a method of intervention for families of children with pervasive developmental disorders.

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Autism spectrum disorder (ASD) is recognized the world over as a major public health issue. Autism is highly prevalent, persists across the lifespan, and is characterized by behaviors that can profoundly impair typical functioning. Interventions based on behavioral strategies have proven effective, but there are significant barriers to care, including cost, intensity of treatment, and access to qualified practitioners. The impact of ASD and obstacles to appropriate care are magnified by systemic limitations in developing countries. Parent training holds promise as a method of disseminating therapy to underserved areas. This study investigated the effectiveness of a pyramidal parent training intervention in Macedonia. Fifteen parents of children with ASD were trained in three specific strategies for promoting prosocial skills: eye contact, compliance, reducing restricted repetitive behaviors (RRB). Parents reported daily ratings of these skills and their own confidence, action or engagement, and family distress. Participants were ethnic Macedonians from the capital of Skopje with at least one child with ASD between the ages of 2 and 13 years. This study utilized a single case research design. Data were collected per and post intervention using an interrupted time series design. Individual response was analyzed visually and Tau U effect sizes were calculated. Moderator and mediator effect was considered following the method initially established by Gaynor and Harris (2008). Effect sizes were small but significant for the group overall for all variables except restricted repetitive behaviors (RRB). The program was especially effective for younger children, those with comorbid hyperactivity, those with low to moderate symptomology, and those with no prior special education services.