Supporting the development of a child with autism is a multi-profile therapeutic work on disturbed areas, especially understanding and linguistic expression used in social communication and development of social contacts. Previous studies show that it is possible to perform some therapy using a robot. This article is a synthesis review of the literature on research with the use of robots in the therapy of children with the diagnosis of early childhood autism. The review includes scientific journals from 2005–2021. Using descriptors: ASD (Autism Spectrum Disorders), Social robots, and Robot-based interventions, an analysis of available research in PubMed, Scopus and Web of Science was done. The results showed that a robot seems to be a great tool that encourages contact and involvement in joint activities. The review of the literature indicates the potential value of the use of robots in the therapy of people with autism as a facilitator in social contacts. Robot-Assisted Autism Therapy (RAAT) can encourage child to talk or do exercises. In the second aspect (prompting during a conversation), a robot encourages eye contact and suggests possible answers, e.g., during free conversation with a peer. In the third aspect (teaching, entertainment), the robot could play with autistic children in games supporting the development of joint attention. These types of games stimulate the development of motor skills and orientation in the body schema. In future work, a validation test would be desirable to check whether children with ASD are able to do the same with a real person by learning distrust and cheating the robot.
Autonomy is considered one of the basic human needs. Since the times of Kant, it has been among the determinants of human dignity and intrinsic value. The article refers to the autonomy of people with autism spectrum disorder. The concept of autonomy in the light of the theory of selfdetermination by Richard Ryan and Edward Deci was presented, as well as a review of research on the autonomy of people with autism spectrum disorder and relationships with other people. It was shown that the main predictor of autonomy of people with autism spectrum disorder are relationships. Practical implications from own research made it possible to determine the direction of therapeutic work with people with autism spectrum disorder in the field of autonomy development.
In its initial part, the article presents an analysis of the definition of intellectual disability and follows its development over the past half century. In order to diagnose an intellectual disability, it is important not only to demonstrate an overall level of intelligence that is at least two standard deviations below the median score, but also to take into account the concurrent criterion of developmental age. Moreover, as discussed in this article, defining an intellectual disability also requires addressing limitations in adaptive behaviour, i.e. cognitive, social and practical functioning skills. These diagnostic criteria are met by the “Adaptive Behavior Assessment System” (ABAS), published originally in 2000 by Harrison and Oakland. Its third edition came out in 2015. ABAS-based evaluations find a wide variety of uses, including assessing adaptive behaviour of people with intellectual disabilities, diagnosing and classifying disabilities and disorders, documenting and monitoring progress over time, and determining entitlement to disability benefits. The instrument has many strengths, but it also exhibits limitations. For example, comprehensive examination is only possible if the localised adaptations of ABAS are suited for people in the age bracket of 0-89 years. The effective use of this instrument is also dependent on its compatibility with the formal disability assessment system and with the strategies for working with students who have intellectual disabilities. The level of this compatibility should be no less than the American variant. Only then will ABAS-3 be fully adaptable to the purpose for which the assessment is developed, and the results obtained will be useful and properly applied.
The article presents the Kelly Hunter Heartbeat Method (HHM) in work with people with autism spectrum disorders, used during workshops in Lublin. During the four days of meetings, a team of eight actors together with Hunter, in October 2019, conducted 14 workshops and the final performance with people with ASD. All these meetings were attended by over 70 people with ASD (from young children to adults, from non-verbal people to students with ASD from different universities in Lublin) and over 350 accompanying persons, in particular parents of people with ASD and students of pedagogical faculties at the Maria Curie-Skłodowska University and the Catholic University of Lublin. The article refers to the constant elements of the method: Shakespeare and the rhythm of the heartbeat, structure of a place, people and activity, affirmation of a person with autism spectrum disorders, showing their undeniable impact on triggering the potential of people with autism spectrum disorders.
Wychowanie dziecka z zaburzeniami ze spektrum autyzmuUpbringing children with autism spectrum disorders STRESZCZENIE Zaburzenia ze spektrum autyzmu to problem całej rodziny, której członkiem jest dziecko dotknięte tym zaburzeniem. Już pierwsze publikacje obciążają rodziców za powstanie tego zaburzenia. Wielu badaczy zaobserwowało, że rodzice, szczególnie matki dzieci z autyzmem, są poddawane silnemu stresowi, jego poziom jest wyższy niż w przypadku rodziców dzieci z innymi zaburzeniami i niepełnosprawnościami oraz rodziców dzieci prawidłowo rozwijających się. Stres rodziców dzieci z autyzmem nie wynika tylko z zachowań trudnych do zaakceptowania, ale również z braku umiejętności wychowania dziecka z autyzmem oraz z niewiedzy na temat zaburzenia. Celem artykułu jest ukazanie trudności w wychowaniu dziecka z autyzmem z perspektywy rodziców na podstawie przeglądu literatury oraz badań własnych. Badania własne wskazują na to, że rodzice zdają sobie sprawę ze swojej trudnej sytuacji i proszą o udzielenie pomocy.Słowa kluczowe: autyzm, rodzina, stres, pomoc WPROWADZENIE Spokojnie, to tylko autyzm. Spokojnie, to wciąż to samo dziecko, na które czekaliście, któremu zmienialiście pampersy, które nosiliście na rękach, z którym przeżyliście tyle cudownych chwil i które tak kochacie. To jest najważniejsze, żaden świstek z diagnozą tego nie zmieni. żyliście ze sobą przed świstkiem, przeżyjecie i po świstku.[…] Będziecie teraz sięgać do granic człowieczeństwa, czasem będzie to nie do wytrzymania. Jasna sprawa, trudno to wszystko wytrzymać, nikt autyzmu nie zapraszał, nikt z własnej woli nie chce mieć niepełnosprawnego dziecka.[…] Nie zapisujcie dziecka na dziesiątki zajęć, nie próbujcie wszystkich dostępnych metod, nie wpychajcie mu wszystkich dostępnych na rynku kulek, witamin i suplementów.[…] Autystyczne dziecko też ma prawo do Wydział Pedagogiki i Psychologii UMCS Zakład Psychopedagogiki Specjalnej
The aim of the analysis was to determine the structure of the adaptive behaviour of people with deeper intellectual disability, as assessed with Adaptive Behaviour Assessment System (ABAS-3). It was also to establish the determinants of the disability with the use of other variables of the psychosocial functioning of these people. The predictors were defined for the so-called General Adaptive Composite (GAC), the ABAS-3 three adaptive domains and ten areas of individual adaptive skills, measured with ABAS-3. The analysis also addressed convergent validity of the tool. It was determined by exploring interrelations between ABAS-3 and PAC-1 Inventory. The r-Pearson test was applied, followed by stepwise multiple regression analysis. The study was conducted on a group of 140 children and young people with moderate and severe intellectual disability. The average age was 13.30 years, with SD=5.06 years. The GAC and ABAS-3 adaptive domains scores positively correlate with the individual areas in PAC-1, with the power of the correlation being greater in the group of assessments carried out by teachers than the analogical assessments carried out by parents. The regression models created for the parents' group enable a conclusion that the higher the GAC score-including assessment of communication and practical knowledge skills, capability of managing and completing tasks-the higher the growth in socialization, participation in play and domestic activities. On the other hand, in the models created for the group of teachers, the predictor for the GAC score, for the domain of conceptual skills and for the domain of social skills was the area of socialization. For the domain of practical skills, the predictor was the area of self-care.
Współczesne międzynarodowe deklaracje odnoszące się do edukacji wyraźnie preferują kształcenie niesegregacyjne. Tworzenie dostępnych środowisk edukacyjnych ma swoje korzenie w projektowaniu uniwersalnym. Takie projektowanie powinno opierać się na budowaniu środowiska oraz tworzeniu produktów i usług dla każdego potencjalnego odbiorcy, bez względu na jego wiek, posiadane zdolności i możliwości, pochodzenie kulturowe czy inne cechy indywidualne. Zaproponowana koncepcja projektowania uniwersalnego kładzie ogromny nacisk zarówno na różnorodność, jak i włączanie. W artykule na podstawie analizy najnowszej literatury zaprezentowano zasady i praktyczne ich zastosowanie w projektowaniu uniwersalnym w edukacji, czyli uczenie się dostępne dla wszystkich, w tym dla uczniów ze specjalnymi potrzebami edukacyjnymi, w szczególności: zróżnicowanie środków prezentacji wiedzy przez nauczyciela, zróżnicowanie form ekspresji wiedzy przez ucznia, zróżnicowanie sposobów zaangażowania ucznia i nauczyciela. Wynikiem postępu jest możliwość edukacji niesegregacyjnej, ogólnodostępnej. Nie można jej jednak realizować tylko za pomocą zmian w przepisach – u podstaw powinna być wspólnym zadaniem pedagogiki ogólnej i specjalnej.
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