Sažetak:Poremećaj iz spektra autizma (PSA) sve je prisutniji neurorazvojni poremećaj koji dobiva značaj društvenog pitanja koje se pokušava riješiti na nacionalnoj i lokalnoj razini (pitanje probira, dijagnostike i intervencije kod PSA). Sustav prepoznavanja sve je učinkovitiji, a i sami roditelji i stručnjaci koji su u kontaktu s djecom rane dobi ranije no prije prepoznaju znakove PSA. Slijedom navedenog, danas su sve brojnija djeca koju valja uključiti u intervencijske programe. PSA je prvenstveno poremećaj kod kojeg su značajno narušene sociokognitivne sposobnosti što se odražava u komunikacijskim i interakcijskim obilježjima iste djece te u njihovom ponašanju. Ne postoji općeprihvaćena i jedinstvena intervencija za djecu i osobe s PSA-om. Zbog složenosti samog poremećaja i izazova koje PSA postavlja pred društvo (npr. uključivanje u dječje vrtiće, oblik stručne podrške i obrazovanja) u brojnim državama osmišljene su atraktivne intervencije koje se promoviraju na entuzijastičan način, a istodobno su kontroverzne u smislu znanstvene utemeljenosti. Cilj rada je prikazati i naglasiti kvalitetu onih intervencija koje su se temeljem rezultata znanstvenih istraživanja pokazale znanstveno utemeljenima. Podrška za djecu s PSA-om zahtijeva interdisciplinarnu suradnju, a stručnjaci su odgovorni provoditi i zagovarati isključivo one intervencije o čijoj učinkovitosti postoje dostatni dokazi. Ključne riječi: poremećaj iz spektra autizma, intervencije kod poremećaja iz spektra autizma, znanstveno utemeljene intervencije, funkcionalna komunikacijaAbstract: There is an increasing prevalence rate of autism spectrum disorder (ASD), which is becoming a social issue at the national and local levels (the question of screening, diagnosis, and intervention for ASD). Recognition is all the more effective, and parents and professionals who are in contact with children at early ages are recognizing the signs of ASD earlier than in the past. As a result, today the number of children who should be included in the intervention programs is growing. ASD is primarily a disorder characterized by signifi cant defi cits in socio-cognitive abilities, which is refl ected in the communication, interaction, and behaviour of children with ASD. There is no universally accepted and unique intervention for children and adults with ASD. Due to the complexity of the disorder and the challenges that ASD presents the society with (e.g. inclusion in kindergartens, form of professional support and education), in many countries experts have designed attractive interventions that are promoted with enthusiastism but at the same time are controversial in terms of scientifi c evidence. The aim of this paper is to demonstrate and emphasize the quality of interventions that have appeared as evidence-based practices, supported by the results of scientifi c research. Providing support for ASD requires interdisciplinary collaboration, and experts will have the responsibility of implementing and advocating only those interventions whose effectiveness is backed by suff...
Contemporary approaches to early intervention emphasize the importance of supporting parents and their strong involvement in all forms of intervention. Emphasis has been put on respecting developmental principles that are the same for all children (with or without development difficulties). Children reach developing milestones through interaction with adults and activities (routines) that are part of their natural environment. Because of the specificities of children with developmental disabilities, it is much more demanding for parents to include them in everyday routines, use them and understand them as moments of learning and encouragement. With the aim of providing support to parents in organizing daily routines for promoting socio-communication development, group sessions were organized in which parents were taught strategies for utilizing everyday activities and routines in encouraging child’s development. Five groups of parents (35 parents) of children with suspected or already diagnosed autism spectrum disorders (21 children) have been formed. Each group had 12 structured meetings, after which parents completed the evaluation questionnaire and evaluated the satisfaction with the program they were involved in together with their children. The evaluation questionnaire was highly appreciated by parents, especially regarding communication with experts, content and applicability of the program. In the open-ended part of the questionnaire, parents highly rated the obtained material, as well as the exchange of experiences with other parents. The findings suggest that an intervention approach that supports parents in incorporating developmental goals into everyday routines is a very successful and powerful tool that helps parents encourage a child in various skills. Also, teaching parents new skills together with their children proved to be a very good form of work and it is highly recommended to apply this form more frequently in everyday practice.
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