Cleonice Alves Bosa

Atenção compartilhada e identificação precoce do autismo

The aim of this article is to discuss the development of the joint attention ability and its implications for the early identification of autism. The literature review is based on both developmental theories and empirical evidence. For this purpose, a wider discussion about the development of communication and the concept of intentionality is included within which the issues about the joint attention ability are inserted. Subsequently, the importance of the presence of the JA ability in the childis behavioral repertoire is focused. It is argued that the JA deficits are among the strongest predictors of developmental disorders,

Estratégias de coping de mães de portadores de autismo: lidando com dificuldades e com a emoção

Many studies have shown evidence of high levels of stress in families with autistic children. Concerning this process, it is important to consider the coping strategies used by family members in face of the adverse circumstances. The purpose of this study is to investigate the coping strategies of mothers when dealing with their autistic children, as well as how they deal with their own emotions unleashed by the stress. Thirty mothers, between 30 and 56 years old participated in the study. Their children have met the criteria for autism and attended special education schools. The coping strategies were investigated using a semi-structured interview, which was transcribed and analyzed by content analysis. The main difficulties refer to the childs behavior. In relation to these difficulties, the strategy used by the mothers was predominantly direct action and acceptance. Concerning the strategies to deal with their own emotions, the most frequent categories were distraction, reaching out for social/religious support, lack of action and avoidance. Results are discussed in terms of stress and maternal adaptation model.

Autismo : breve revisão de diferentes abordagens

This paper examines different approaches to the study of autism: psychoanalyses, affective theory, theory of mind, neuropsychological and information processing theories. The main contribution and limitation of these approaches are pinpointed. A claim is made towards the need of integration of different domains and further investigation that includes both social deficits and competence of individuals with autism. This would help the recognition of individual differences within the autistic continuum.

Autismo : intervenções psicoeducacionais

Ha um crescente reconhecimento sobre a importância do tratamento do autismo envolver tanto as necessidades da crianca como as da familia. No entanto, ha controversias sobre qual intervencao seria a mais apropriada. Neste artigo, revisaremos a literatura recente sobre as diferentes intervencoes que tem sido utilizadas no tratamento do autismo, com enfase naquelas que possuem base empirica. Nao pretendemos discutir em detalhe nenhuma intervencao em particular, mas apresentar uma visao geral sobre os aspectos positivos e as limitacoes de diferentes intervencoes. Concluimos que nao ha uma abordagem unica que seja totalmente eficaz para todas as criancas durante todo o tempo. Ao contrario, argumentamos que as familias modificam suas expectativas e valores com relacao ao tratamento de seus filhos de acordo com a fase de desenvolvimento da crianca e do contexto familiar. Em outras palavras, um tipo especifico de intervencao pode funcionar bem por certo periodo (e.g., nos anos anteriores a escolarizacao) e nao funcionar tao bem nos anos subsequentes (e.g., adolescencia). Finalmente, enfatiza-se a importância do diagnostico e tratamento precoces do autismo.There is increasing recognition about the importance of taking into account both child and family needs when treating autism. However it has been a major debate about what intervention is the most appropriate. In this paper we will review the current literature on the different interventions that have been used in the treatment of autism with special attention to those that are empirically based. It is not our objective to discuss in detail any particular intervention. We intend to present an overview of both positive aspects and limitations of different interventions. The conclusion is that there is no single approach that is totally effective for all children the whole time. Instead, it is argued that families change their expectation and values regarding their childrens treatment according to the childs development and the family context. In other words, a specific intervention that may work well in a certain period of time (e.g. pre-school years) may not work so well in the following years (e.g. adolescence). Finally the importance of early identification and treatment of autism is stressed.

COMPETÊNCIA SOCIAL, INCLUSÃO ESCOLAR E AUTISMO: REVISÃO CRÍTICA DA LITERATURA

SOCIal COMPEtENCE, SCHOOl INClUSION aNd aUtISM: CRItICal lItERatURE REVIEW ABSTRACT: autism is a condition characterized by an atypical development in the social interaction and com- munication, and by a remarkably restricted repertoire of activities and interests. these characteristics can lead the child and her family to a continuous isolation. However, it is believed that the school inclusion can provide these children opportunities to be with others of the same age group, allowing the development of the social competence and learning. the aim of this study was to critically review the literature on the concept of social competence and school inclusion in the area of autism. Few studies were identified about this topic, but with methodological limitations. this situation points to the need of studies that demonstrate the autistic childrens interactive poten- tialities and the possibility of their inclusion in the mainstream school, since early education.

Estresse e relações familiares na perspectiva de irmãos de indivíduos com transtornos globais do desenvolvimento

Stress and family relationships from the perspective of siblings of individuals with Pervasive Developmental Disorders. The Pervasive Developmental Disorders (PDD) can be described as a severe developmental disorder that presents deficits in reciprocal social interaction, communication and restricted and repetitive interests and behaviors. Most studies focus the impact of parenting an individual with PDD. However less research has investigated how autistic individuals affect their siblings. The goal of this study was to evaluate indicators of stress and the quality of family interactions in siblings of autistic individuals compared to siblings of normally developing individuals. Sixty-two siblings between the ages of 8 and 18 participated in this investigation. Results indicated that siblings of individuals with autism, as well as comparison siblings, do not report stress. The results of this investigation suggest that the presence of a family member with PDD does not necessarily represent an adverse event for the siblings. This could be due to the quality of family relations and availability of social support.

Diferentes Perspectivas na Análise da Interação Pais-Bebê/Criança

The study of corresponding levels of analysis in the parent-infant/child interaction may lead us to a common language and shared concepts, that in turn will hopefully aid in the prolific exchanges among researchers from various theoretical and methodological backgrounds. The authors of this article represent some of the most prominent research teams of Brazil engaged in the study of parent-infant/child interaction. Their various perspectives are presented, as are their points of agreement and disagreement, with the purpose of demonstrating both the complexity and the diversity of approaches to the parent-infant/child interactions and their role in development. Although there is no consensual definition of interaction, there is a tendency of the authors to consider the question of reciprocal actions, co-construction, and bidirectionality. Granting that there is a trend to focus on manifested behavior and interaction, there is also a clear awareness that implicit transactions and social representations must be studied through rigorous methodological procedures, insofar as they influence interactions. It is hoped that, as these discussions progress, the ideas proposed herein will be both improved and better disseminated.

As Relações entre Autismo, Comportamento Social e Função Executiva

Resumo O objetivo do presente artigo e discutir o papel do lobo frontal nos comportamentos que caracterizam a sindrome do autismo. Focaliza, em especial, as possiveis relacoes entre funcao executiva, teoria da mente e habilidade de atencao compartilhada. Conclui-se que, apesar da investigacao sobre a hipotese de comprometimento da funcao executiva como deficit subjacente ao autismo ser uma area promissora, muitas questoes ainda permanecem abertas, como por exemplo, a questao da relacao causal funcao executiva-deficit social; dificuldades acerca da especificidade deste comprometimento na area do autismo; a necessidade de investigar-se a natureza e intensidade do comprometimento na funcao executiva dentro dos subgrupos que compoem o espectro autista e a sobreposicao dessa teoria com a de coerencia central. Argumenta-se que a discussao sobre relacoes entre funcao executiva e comportamento social sera incompleta caso nao for compreendida a partir de um contexto psicossocial no qual se inserem os individuos com autismo e suas familias. Palavras-chave: Autismo; funcao executiva; lobo frontal; comportamento social. The Relationship between Autism, Social Behaviour and Executive FunctionThe aim of this paper is to discuss the role of the frontal lobe on the behaviours which characterize the autistic syndrome. The possible relationship between the executive function, theory of mind, and joint attention ability is specially focused. It is concluded that although the investigation of the hypothesis of the executive function underlying the deficts in autism is a promissing area, there are many questions which remain open, such as the causal executive function-social deficit relationship; difficulties regarding the restriction of this deficit to the autism; the need of investigating both the nature and the intensity of the executive function deficits within the subgroups which compound the autistic spectrum area, and the overlap between this theory and the central coherence theory. It is argued that the discussion about the relationship between the executive function and social behaviour will be incomplete if it does not take place within the psychosocial context in which the individuals with autism and their families are inserted.

Translation and validation of Autism Diagnostic Interview-Revised (ADI-R) for autism diagnosis in Brazil

OBJECTIVE To translate into Brazilian Portuguese the Autism Diagnostic Interview-Revised (ADI-R), an extremely useful diagnostic tool in autism. METHODS A case-control study was done to validate the ADI-R. After being translated, the interview was applied in a sample of 20 patients with autism and 20 patients with intellectual disability without autism, in order to obtain the initial psychometric properties. RESULTS The internal consistency was high, with a of Crombach of 0.967. The validity of criterion had sensitivity and specificity of 100%, having as a gold standard the DSM-IV diagnostic criteria. The interview had high discriminant validity, with higher scores in the group of patients with autism, as well as high interobserver consistency, with median kappa of 0.824. CONCLUSION The final version of ADI-R had satisfactory psychometric characteristics, indicating good preliminary validation properties. The instrument needs to be applied in bigger samples in other areas of the country.

Estresse e adaptação psicossocial em mães de crianças com transtorno de déficit de atenção/hiperatividade

The present study has investigated the parental stress in mothers of children with Attention Deficit Hyperactivity Disorder (ADHD) (n=30), in mothers of children with co-morbidity with the Oppositional Defiant Disorder (ODD) (n=30), and in mothers of children with typical development (n=30). In addition, possible correlations of parental stress with coping strategies, social support and ADHD severity have been investigated. The mothers have been evaluated using the following instruments: (a) Social Support Questionnaire (SSQ); (b) Parental Coping Inventory - Health Area - CHIP; (c) Questionnaire of Parental Stress for Parents of Children with Development Disorder; (d) MTA SNAP-IV Teachers and Parents Rating Scale. The results indicated that mothers of children with ADHD and ADHD + ODD presented more parental stress than mothers of children with typical development. In addition, social support, self-esteem coping and medical coping moderated the parental stress effect.