Identifying, Assessing, and Treating Early Onset Schizophrenia at School

Çocukluk Çağı Başlangıçlı Şizofreni ve Otizm Spektrum Bozukluğunda Dil ve İletişim Özellikleri: Bir Literatür Taraması

“…Having regular communication with the child psychiatrist is a fundamental part of extracting the best performance from the children with either single (COS) or dual (COS and ASD) diagnoses. There might be additional issues including hallucinations, decline in hygiene, affective and behavioral instability that need to be taken into account in the assessment of COS (Li et al, 2010). Albeit a wide variety of different comorbidities (including COS and ASD, Attention Deficit Hyperactivity Disorder, Learning Disabilities, Intellectual Disabilities), anxiety and depression levels are reported to be high in the children with COS, which in turn affects academic performance (Chen et al, 2017;Li et al, 2010;Myles-Worsley et al, 2017).…”

“…There might be additional issues including hallucinations, decline in hygiene, affective and behavioral instability that need to be taken into account in the assessment of COS (Li et al, 2010). Albeit a wide variety of different comorbidities (including COS and ASD, Attention Deficit Hyperactivity Disorder, Learning Disabilities, Intellectual Disabilities), anxiety and depression levels are reported to be high in the children with COS, which in turn affects academic performance (Chen et al, 2017;Li et al, 2010;Myles-Worsley et al, 2017). Therefore, future studies might compare the language features (i.e., communication functions in the use of language), non-verbal social communication development relevant to language (i.e., imitation) and academic competence (i.e., reading comprehension) within both groups.…”

“…These might be grouped into methods based on applied behavior analysis (Smith, 2001), those based on natural, behavioral, and developmental approaches (Hancock & Kaiser, 2002), and alternative and augmentative communication (Schlosser & Wendt, 2008). However, the primary intervention in COS, as in SZ, is the pharmacological treatment (Li et al, 2010;Vyas & Gogtay, 2012). The secondary (but the most complementary) one includes the psychosocial intervention approaches: Family intervention and social skills training.…”

“…It also aims to facilitate the adaptation process of family members in terms of the side-effects of the pharmacological treatment and available academic support programs tailored to individual needs of their children with COS (Hall & Bean, 2008). It includes key strategies such as role playing, rehearsal and homework through which following contents are demonstrated to the family: They are expected to understand the nature of the COS, improve their coping mechanisms, develop their problem-solving skills and more importantly, foster their communication with their children with COS (Li et al, 2010) The primary goal of the family intervention is to significantly eliminate the risk/rates of relapse (and re-hospitalization, if applicable). It also helps parental members be less overprotective, resulting in a smaller number of social withdrawal instances.…”

“…This training also helps the individual adhere to the pharmacological treatment which is the primary source of intervention (Kopelowicz et al, 2006;Liebarman & Kopelowicz, 2005). It involves procedures such as problem identification, goal setting, role playing, positive feedback, social modeling, behavioral practice, positive social reinforcement, homework assignments (Kopelowicz et al, 2006;Li et al, 2010;Rus-Calafell et al, 2014). During the training, the skills to be gained as part of the long-term goal is broken down into its small components, resulting in the task analysis.…”