Evolução da criança autista a partir da resposta materna ao Autism Behavior Checklist

Abstract

Background: language and speech-language intervention. Aim: to evaluate the development process of autistic children, in a direct and indirect intervention context based on the responses of mothers to the Autism Behavior Checklist. Method: the research sample consisted of 11 mothers of children diagnosed, according to the criteria established by the DSM IVtr (APA, 2002), with autism (six) and with Asperger Syndrome (five) and who were seen at the Investigation Laboratory of Global Developmental Disorders of the Federal University of São Paulo. These children were randomly divided into two groups: Six were receiving both direct and indirect intervention (TG), and five were receiving indirect intervention exclusively (OG). The Autism Behavior Checklist (Krug et al., 1993) was used, adapted to the Portuguese language by Marteleto (2003). This behavior checklist (57 items) allows the detailed description of nonadaptable characteristics regarding the following areas: sensory, use of the body and object, Language, Psycho-social and Relational. The questionnaire was filled in during an interview on three occasions: at the beginning of intervention, after six months and at the end of 12 months. Results: after statistical analysis it was observed that there was a greater development in the total scores and in the areas of language, psycho-social and relational for the TG. This suggests a greater development pattern during the studied period for this group. Conclusion: the mothers of both groups observed behavioral changes. The better scores observed for the TG is probably related to the effectiveness of direct intervention, and not to the lack of attention of parents in the OG in recognizing behavioral changes in their children.

A interferência do status de linguagem expressiva na pontuação do Autism Behavior Checklist em autistas verbais e não verbais

“…Thus, the verbal autistic children had higher scores, although their expressive language was not always functional (4)(5)(6)(14)(15)(16)(17)(18) . If we exclude the area of language behaviors, the mean total values and of other areas showed no significant difference (6,7) . This is probably because there was a tendency for higher severity in the GANV, especially in the values of the sensory, relational, and use of body and object areas.…”

“…Although the ABC is widely referred to in the literature and used in clinical practice, some studies have pointed to interference of items featuring verbal production in the degree of severity observed in the final result (2)(3)(4)(5)(6)(7)(8)(9) . Because the language area is composed of 13 items, 7 of which feature verbal disabilities affecting syntactic, semantic, and pragmatic aspects (inappropriate use of pronouns; monotone speech without rhythm, rarely uses "I" or "yes," uses between 0 and 5 daily words, constantly repeats words or sounds, repeats questions and statements spoken by other people, uses more than 15 and less than 30 sentences to communicate daily), the overall result would suffer interference, since verbal autistic children use more punctuation than non-verbal children.…”

Parâmetro de tempo para intervenção fonoaudiológica direcionada a crianças com distúrbios do espectro do autismo

“…These delays limit the creation and maintenance of reciprocity situations among families (14)(15)(16)(17)(18)(19)(20) . Other studies have also proved that a family's commitment to treatment ensures that the therapeutic goals are amplified in the household context, providing greater synchronicity and communicative and social contingency between the child and their interlocutors (2)(3)(4)(5)(6)(7) . In the Interaction Assessment, the Autistic Interaction Score, the value of which should decrease as the child's social performance improves, we observed a better GT performance.…”

“…It is important to emphasize that the progress concerning the extent and speed of the children's evolutionary process could be identified both by the mothers and the therapist. This combination of perspectives provided complementary information, thus, deepening the understanding of the impact of social deviations in daily interpersonal relationships and enabling a greater reflection on the communicative dynamics of the children with autism spectrum disorders included in this study (2)(3)(4)(5)(6)(7)(19)(20)(21)(22)(23)(24)(25) . In the same way, we witnessed better results and important behavioral changes in GO, in addition to GT, during the 12 months of this study.…”

“…In recent decades, therapeutic language interventions, in particular direct interventions, which are characterized by directing attention to the abilities, or lack thereof, for each child, have been advocated as a form of building social adequacy in the communicative behaviors of individuals with autism spectrum disorders (1) . It is also known that, when direct intervention is accompanied by an indirect intervention -i.e., when the therapeutic context and scenario are extended through family and school guidance -the evolutionary path is even more favorable (2)(3)(4)(5)(6)(7) . One of the constantly addressed issues, both by families and the professionals involved in the care provided to autistic children, has been the need for recognition of a sufficient time parameter to allow for the demonstration of behavioral changes.…”