Drawing links between the autism cognitive profile and imagination: Executive function and processing bias in imaginative drawings by children with and without autism

Eycke, Kayla D Ten; Müller, Ulrich

doi:10.1177/1362361316668293

Cited by 16 publications

(3 citation statements)

References 54 publications

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“…PDBK Autis dalam perkembangan kognitif dilakukan dengan menggambarkan hal-hal yang imajinatif. Misalnya PDBK Autis kesulitan dalam mengingat banyak skema visual untuk mencapai konten imajinatif tinggi, anak autis dapat menerapkan transformasi yang lebih rumit dengan sedikit representasi dengan proses bantuan FE (Ten Eycke & Müller, 2018). Interaksi sosial yang dilakukan PDBK Autis juga dipengaruhi imajinasi gambar orang sebagai dampak mediasi generatif pada imajinasi.…”

Section: Perencanaan Dan Organisasi Pdbk Autisunclassified

Strategi Guru Pembimbing Khusus Untuk Meningkatkan Fungsi Eksekutif Peserta Didik Berkebutuhan Khusus Autis

Prasetyo

Supena

2021

basicedu

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Fungsi Eksekutif (FE) merupakan bagian esensial dalam perkembangan Peserta Didik Berkebutuhan Khusus Autis. Guru memiliki peran penting dalam meningkatkan FE pada anak-anak Autis di Sekolah Dasar Penyelenggara Pendidikan Inklusif. Penelitian ini bertujuan untuk mendeskripsikan strategi guru pembimbimbing khusus dalam meningkatkan fungsi eksekutif peserta didik berkebutuhan khusus autis di Sekolah Dasar Penyelenggara Pendidikan Inklusif. Pendekatan penelitian ini menggunakan kualitatif dengan jenis studi kasus. Teknik pengumpulan data yang digunakan melalui wawancara semi terstruktur secara daring. Adapun sumber kunci informan dalam penelitian merupakan guru pembimbing khusus anak Autis di sekolah inklusif. Hasil penelitian berhasil menemukan empat komponen dari FE Autis, yakni: (1) regulasi emosi, (2) fleksibilitas kognitif dan memori kerja, (3) penghambat perhatian, dan (4) perencanaan dan organisasi. Simpulan penelitian ini menjelaskan strategi guru pembimbing khusus dalam meningkatkan fungsi eksekutif pada peserta didik berkebutuhan khusus Autis melalui pelayanan yang bersifat lebih personal, mengadakan intervensi atau pelatihan, metode hafalan, mengajak bermain sebelum belajar, dan mengatur jadwal belajar peserta didik berkebutuhan khusus Autis. Implikasi untuk meningkatkan keterampilan fungsi eksekutif peserta didik berkebutuhan khusus Autis dengan memberikan konsistensi pengajar, fasilitas inklusif yang mendukung, dan pelayanan pembelajaran yang optimal sesuai kebutuhan berkebutuhan khusus Autis.

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Section: Perencanaan Dan Organisasi Pdbk Autisunclassified

Strategi Guru Pembimbing Khusus Untuk Meningkatkan Fungsi Eksekutif Peserta Didik Berkebutuhan Khusus Autis

Prasetyo

Supena

2021

basicedu

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“…Standard scores are calculated using age-specific norms (Kaufman & Kaufman, 2004). The KBIT-2 is commonly used to measure intelligence in ASD populations in research settings (Chang et al, 2014; Ten Eycke & Müller, 2018; Veness et al, 2012).…”

Section: Methodsmentioning

confidence: 99%

Felt but not seen: Observed restricted repetitive behaviors are associated with self-report—but not parent-report—obsessive-compulsive disorder symptoms in youth with autism spectrum disorder

Santore

Gerber

Gioia

et al. 2020

Autism

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Repetitive behaviors are observed in autism spectrum disorder and obsessive-compulsive disorder. Clinically, obsessive-compulsive disorder obsessions are thought to drive repetitive or ritualistic behavior designed to neutralize subjective distress, while restricted and repetitive behaviors are theorized to be reward- or sensory-driven. Both behaviors are notably heterogeneous and often assessed with parent- or clinician-report, highlighting the need for multi-informant, multi-method approaches. We evaluated the relationship between parent- and child self-reported obsessive-compulsive disorder symptoms with parent-reported and clinician-indexed restricted and repetitive behaviors among 92 youth with autism spectrum disorder (ages 7–17 years). Regression analyses controlling for the social communication and interaction component of parent-reported autism spectrum disorder symptoms indicated child self-reported, but not parent-reported, symptoms of obsessive-compulsive disorder were associated with clinician-observed restricted and repetitive behaviors. Although both parent- and child self-reported obsessive-compulsive disorder symptoms were associated with parent-reported restricted and repetitive behaviors, the overlap between parent-reports of obsessive-compulsive disorder symptoms and restricted and repetitive behaviors were likely driven by their shared method of parent-reported measurement. Results suggest that children experience restricted and repetitive behaviors in ways that more closely resemble traditional obsessive-compulsive disorder-like compulsions, whereas their parents view such behaviors as symptoms of autism spectrum disorder. These findings provide guidance for better understanding, distinguishing, and ultimately treating obsessive-compulsive disorder behavior in youth with autism spectrum disorder and introduce new conceptualizations of the phenotypic overlap between these conditions. Lay abstract Youth with autism spectrum disorder often exhibit symptoms of obsessive-compulsive disorder; however, it can be difficult for parents and clinicians to tell the difference between the restricted and repetitive behaviors often seen in autism spectrum disorder and symptoms of obsessive-compulsive disorder. This difficulty in distinguishing symptoms may arise from the fact that these symptoms appear the same to observers but are typically differentiated based on whether the motivation for the behavior is to reduce stress (restricted and repetitive behaviors) or whether the behavior itself is stressful (obsessive-compulsive disorder). It is important to know the difference between these two symptoms as it may impact the treatment prescribed. The goal of this study was to better determine the difference between restricted and repetitive behaviors and symptoms of obsessive-compulsive disorder in youth with autism spectrum disorder. It was found that although parents and clinicians had trouble differentiating between the two, the children were able to provide insight as to their own motivations for behavior, and thus whether they were restricted and repetitive behaviors or symptoms of obsessive-compulsive disorder. It was also found that children may actually have subjective negative experiences when engaging in restricted and repetitive behaviors, which complicates their classification. These results provide guidance for better understanding, distinguishing, and ultimately treating obsessive-compulsive disorder behavior in youth with autism spectrum disorder.

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“…More and more exhibitions curated by museums now involve immersive experiences led by visual design. For example, the "Healing Art" theme exhibition held by Shanghai Liu Haisu Art Museum guides people to self-healing by various visual designs such as installation art, painting, and color so that art and design can soothe their emotions [20]. Based on the healing function of visual art and its gentle natural attributes, 2 Evidence-Based Complementary and Alternative Medicine visual art can be applied in some public welfare projects, such as photography, handicraft, video, painting, design, and other forms to provide services and help for mentally handicapped persons [21].…”

Section: Visual Art: An Important Carrier For Expressive Art Therapymentioning

confidence: 99%

The Psychological Recovery of Patients in the Context of Virtual Reality Application by a Complementary Medicine Scheme Based on Visual Art

Shen

2022

Evidence-Based Complementary and Alternative Medicine

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Expressive art therapy, which originated from art therapy, uses visual art as a carrier and plays a complementary role in clinical medicine and psychological medicine in the healing process of mentally ill patients. With the rapid development of science and technology, expressive art therapy has also entered the field of technology-oriented virtual reality. This study aims to summarize the clinical psychology research of expressive art therapy based on virtual reality, to review the current state of the field, in order to provide detailed scientific research evidence summary for relevant content and complete knowledge reserve.

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Drawing links between the autism cognitive profile and imagination: Executive function and processing bias in imaginative drawings by children with and without autism

Cited by 16 publications

References 54 publications

Strategi Guru Pembimbing Khusus Untuk Meningkatkan Fungsi Eksekutif Peserta Didik Berkebutuhan Khusus Autis

Strategi Guru Pembimbing Khusus Untuk Meningkatkan Fungsi Eksekutif Peserta Didik Berkebutuhan Khusus Autis

Felt but not seen: Observed restricted repetitive behaviors are associated with self-report—but not parent-report—obsessive-compulsive disorder symptoms in youth with autism spectrum disorder

The Psychological Recovery of Patients in the Context of Virtual Reality Application by a Complementary Medicine Scheme Based on Visual Art

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