Agresivno ponašanje u autistične djece

The aim of this research was to examine characteristics and predictors of aggressive behaviour in children with autism spectrum disorders (ASD), as well as to determine the presence of aggressive behaviour exhibited by children with ASD. The sample included 43 participants diagnosed with ASD. The instrument used was the Behaviour Problems Inventory - BPI-01 (Rojahn et al., 2002), aggression subscale. Our findings indicate that the children with ASD from our sample exhibit low rates of aggressive behaviour. Among those participants who do exhibit aggression towards others, the most prevalent forms of aggression were verbal aggression, grabbing and pulling others, cruelty and property destruction. Gender and the type of school the participants attended were not predictors of aggressive behaviours, while aggressive behaviour can be predicted by the child’s functionality level, where participants with low functioning ASD exhibit more aggressive behaviours in comparison with participants with high functioning ASD. Also, aggressive behaviour can be predicted by age, where increase in chronological age is negatively correlated with aggression. It is crucial that special educators address the aggressive behaviour exhibited by children with ASD from an early age. Even though it is important to know the topographies of aggression among children with ASD, which were presented in our findings, it is more important to examine the most common functions of aggression, or the reasons why the children with ASD exhibit these behaviours.Cilj ovog istraživanja bio je ispitati karakteristike i prediktore agresivnog ponašanja u djece s poremećajima iz autističnog spektra (ASD), kao i utvrditi prisutnost agresivnog ponašanja u djece s ASD-om. Uzorak je uključivao 43 sudionika s dijagnozom ASD-a. Korišteni instrument bio je Behavior Problems Inventory – BPI-01 (Rojahn i dr., 2002), subskala agresivnosti. Rezultati istraživanja pokazali su da djeca s ASD-om iz našeg uzorka iskazuju niske stope agresivnog ponašanja. Među sudionicima koji ipak iskazuju agresiju prema drugima, najzastupljeniji oblici agresije bili su verbalna agresija, hvatanje i čupanje drugih, okrutnost i uništavanje imovine. Spol i vrsta škole koju su polaznici pohađali nisu bili prediktori agresivnog ponašanja, dok se agresivno ponašanje može predvidjeti djetetovom funkcionalnom razinom, pri čemu ispitanici s niskofunkcionalnim ASD-om pokazuju više agresivnih ponašanja u usporedbi s ispitanicima s visokofunkcionalnim ASD-om. Također, agresivno ponašanje može se predvidjeti prema dobi, pri čemu je porast kronološke dobi u negativnoj korelaciji s agresivnošću. Ključno je da se defektolozi bave agresivnim ponašanjem koje pokazuju djeca s ASD-om od najranije dobi. Iako je važno poznavati topografije agresije u djece s ASD-om, koje su prikazane u našem istraživanju, važnije je ispitati najčešće funkcije agresije, odnosno razloge zašto se djeca s ASDom ovako ponašaju

The Use of a Picture Activity Schedele for Vocal Stereotypy Reduction in a Child with Autism

Children with ASD exhibit auto-stimulatory behaviour of different types, with the most common behavioural problem being auto-stimulatory stereotyped behaviour. It is believed that vocal auto-stimulatory behaviour occurs because the individuals with ASD do not receive sufficient stimulation from their environment and therefore have the need to stimulate themselves by emitting vocal stereotypy of different form and magnitude. The participant is a 10-year-old boy diagnosed with ASD. The intervention used was a picture activity schedule. Results showed an immediate decrease in self-stimulatory behaviour upon implementation of the intervention, with a 100% success rate. There is insufficient research on the implementation of picture activity schedules in order to reduce self-stimulatory behaviour in children with ASD. The present study shows that picture activity schedules can be used in certain situations where it is inappropriate to exhibit self-stimulating behaviour. It is not certain if the picture activity schedule functioned as a prompt for the participant to actively engage in his spare time, or if it functioned as a discriminative stimulus for situations when the problem behaviour is inappropriate. The social validity of the intervention was discussed, as well as suggestions for future research implementation

STAVOVI, MOTIVACIJA I KOMPETENCIJE DEFEKTOLOGA ZA UPOTREBU ASISTIVNE TEHNOLOGIJE U NASTAVI

Osobe sa intelektualnom ometenošću ispoljavaju teškoće u svim domenima funkcionisanja koje se mogu prevazići upotrebom asistivne tehnologije. Cilj ovog istraživanja je bio ispitati stavove defektologa prema upotrebi asistivne tehnologije u nastavi, njihovu motivaciju za njenom primenom i samopercepciju kompetencije. Uzorak je obuhvatio 62 defektologa oligofrenologa, koji rade u različitim tipovima ustanova, a primenjeni su instrumenti koji mere stavove prema upotrebi asistivne tehnologije, motivaciju za primenom i samopercepciju kompetencija u oblasti primene asistivne tehnologije. Dobijeno je da većina defektologa ima pozitivne stavove prema upotrebi asistivne tehnologije, visok stepen motivacije i smatra da je kompetentna za njeno korišćenje. Defektolozi koji svakodnevno primenjuju asistivnu tehnologiju imaju pozitivnije stavove, veću motivaciju i smatraju da su kompetentniji da je primenjuju. Defektolozi koji rade u ustanovama koje posećuju ispitanici mlađeg kalendarskog uzrasta imaju pozitivnije stavove i smatraju da su kompetentniji za primenu asistivne tehnologije od ispitanika koji rade u ustanovama u kojima borave starije osobe sa intelektualnom ometenošću. Sa porastom hronološkog uzrasta defektologa, stavovi prema primeni asistivne tehnologije u nastavi postaju negativniji, ali i opada samopercepcija kompetentnosti. Defektolozi koji imaju pozitivnije stavove prema upotrebi asistivne tehnologije u nastavi imaju i veći stepen motivacije za njenom primenom i smatraju da imaju više kompetencija. Nakon implementacija obuka kojima se direktno utiče na povećanje kompetencija defektologa u oblasti primene asistivne tehnologije se mogu poboljšati stavovi prema njenoj upotrebi, ali i povećati motivacija za svakodnevnom upotrebom iste u nastavi

ENSINANDO CRIANÇAS COM DISTÚRBIOS DO ESPECTRO DE AUTISMO SOPRO NARIZ

The impairments that are present in children with autism spectrum disorders (ASD) may lead to deficits in the development of daily activities, such as personal care and personal hygiene skills that are essential for independence. We used shaping procedure to teach three children with ASD nose blowing skills and this is the first ever research addressing this procedure application in children with ASD. We divided the skill into five steps and we used modeling prompt. All three participants mastered the nose blowing skill in 17 or 21 sessions. The first participant had the most difficulty with steps three and five, because of the transition from exhaling through the mouth to forceful exhaling from the nose. Shaping procedure was proven to be a successful as a teaching tool with children with ASD. These results are significant because the participants will be able to use the acquired skill every day and it will prevent possible future health issues. We believe it is necessary that both special educators and parents or caregivers of children with ASD implement personal hygiene teaching procedures in school or home environments.As deficiências que estão presentes em crianças com distúrbios do espectro do autismo (ASD) podem levar a déficits no desenvolvimento de atividades diárias, como cuidados pessoais e habilidades de higiene pessoal que são essenciais para a independência. Usamos o procedimento de modelagem para ensinar três filhos com habilidades de sopro do Nariz ASD e esta é a primeira pesquisa que aborda esta aplicação de procedimento em crianças com ASD. Nós dividimos a habilidade em cinco etapas e usamos o prompt de modelagem. Todos os três participantes dominaram a habilidade de sopro nas 17 ou 21 sessões. O primeiro participante tinha a maior dificuldade com os passos de três e cinco, por causa da transição de exalar através da boca para expiração vigorosa do nariz. O procedimento de modelagem foi comprovado para ser um sucesso como uma ferramenta de ensino com crianças com ASD. Esses resultados são significativos porque os participantes poderão usar a habilidade adquirida todos os dias e evitarão possíveis problemas futuros de saúde. Acreditamos que é necessário que ambos os educadores especiais quanto os pais ou cuidadores de crianças com ASD implementem procedimentos de ensino de higiene pessoal em ambientes escolares ou domésticos

POVEZANOST I PREDIKTORI RAZVOJA VEŠTINA SAMOPOMOĆI I PRISUSTVA BARIJERA U PODUČAVANJU KOD DECE SA INTELEKTUALNOM OMETENOŠĆU I POREMEĆAJIMA IZ SPEKTRA AUTIZMA

Praktične veštine predstavljaju skup aktivnosti koje omogućavaju samostalno funkcionisanje u različitim oblastima života, a za njihovo usvajanje kod osoba sa intelektualnom ometenošću (IO) i poremećajima iz spektra autizma (PSA) neophodno je nesmetano podučavanje. Cilj istraživanja je utvrditi korelaciju između nivoa razvoja veština samopomoći i prisustva barijera u podučavanju. Sekundarni cilj je ispitati prediktore na stepen razvoja veština samopomoći, kao i prisustva barijera u podučavanju. Uzorak je obuhvatio 53 ispitanika različitog pola i uzrasta, dijagnostikovanih sa IO ili PSA. Stepen usvojenosti veština samopomoći utvrđen je primenom Ček-liste za procenu veština samopomoći (Verbal Behavior Milestones and Assessment protocol – VB Mapp Self Care Checklist Supplement – Sundberg, 2008), dok je prisustvo barijera u podučavanju utvrđeno primenom Skale za procene barijera u podučavanju (VB-Mapp Barriers Assessment – Sundberg, 2008). Rezultati ovog istraživanja ukazuju da pol i dijagnoza ispitanika nisu značajni prediktori stepena razvoja veština samopomoći kao ni barijera u podučavanju. Ispitanici koji pripadaju najmlađoj uzrasnoj grupi imaju niži stepen razvoja samopomoći od ispitanika iz srednje i najstarije uzrasne grupe, i iskazuju više barijera u podučavanju od ispitanika iz starijih uzrasnih grupa. Ispitanici koji imaju najviše barijera u podučavanju imaju najniži stepen razvoja veština samopomoći. Dobijeni rezultati ukazuju na potrebu za otklanjanjem barijera u podučavanju tokom tretmana dece sa IO i PSA od najranijeg uzrasta, kako bi se omogućilo nesmetano podučavanje veština samopomoći, ali i drugih veština. Od značaja je ispitati koje su najučestalije barijere u podučavanju obe grupe ispitanika i u kojim domenima veština samopomoći ispoljavaju najviše deficita

THE USE OF VIDEO MODELING IN TEACHING CHILDREN WITH DISABILITIES

Video modeling is a teaching strategy in the form of presentation of a video of a person performing a skill correctly, while the observer of the video performs that skill simultaneously or afterwards. The aim of this literature review is to examine the possibilities of video modeling use with people with disabilities, and to examine the effects of interventions implemented by the use of this technique on skill acquisition. Following online resources have been used for literature search: Google Scholar search engine, SCIndex, ProQuest, and Serbian Library Consortium for Coordinated Acquisition – KoBson. The articles have been searched in Serbian and English languages. The literature review includes ten studies that used video modeling technique in teaching the participants different skills, such as cooking, shopping, performing house chores, oral hygiene, writing, injury sanitation, maintaining eye contact, and motor skills. The overall sample consisted of 46 participants, and the average number of sessions was 30. All participants mastered the taught skills with 83.3% success on average, which implies that this technique can be successful. This literature review emphasizes the need for using technology in teaching people with disabilities, and discusses the implications for future researc

Creativity in teaching math to students with intellectual disabilities

Developing creativity and thinking outside the box is key in modern education. When students are able to combine ideas, techniques, approaches that enable them to solve problems in different ways we can assert that they were taught creativity in their mathematical instructions. Most tests for evaluation of mathematical creativity measure the flexibility, fluency, and originality of student responses. Creativity tends to be hindered in the case of studentswith mild intellectual disabilities. Studies on the application of creativity in the teaching of mathematics to students with intellectual disabilities are limited. The article analyzed the academic achievement in mathematics and development of students'creativity

Electroclinical characteristics of MRI negative focal epilepsy: A video-EEG study

Background/Aim. Epileptogenic lesions carry intrinsic epileptogenicity or epileptogenic potential in their close vicinity. One third of patients with focal epilepsy have no epileptogenic lesions magnetic resonance imaging [MRI(-)]. The aim of this study was to determine the epileptogenic zone investigating electrical and clinical properties of MRI-patients. Methods. In 180 patients with focal epilepsy we analyzed 1,712 seizures for interictal and ictal electroencephalography (EEG) and seizure semiology. If multiple seizures occurred we took the best seen on video as an example, with secondary generalized tonic-clonic seizures (GTCS) if it occurred. Brain MRI was focused to investigate the zone of ictal EEG onset. Electroclinical properties of the MRI-patients were compared to lesion positive patients [MRI(+)]. Results. A single epileptogenic lesion was identified in 68.89% [hippocampal sclerosis (HS) in 58, focal cortical dysplasia (FCD) in 28 and other pathologies in 38 patients]. MRI(-) patients had significantly less interictal epileptiform abnormalities, and presented more often (p lt 0.001) with secondary GTCS as the only seizure. Eye opening, hypermotor seizure, bilateral asymmetric clonic seizure, vocalization, and contralateral body turning occurred more frequently in the MRI-group compared to the MRI+ one. MRI-patients share some semiological features with FCD as opposed to HS patients. Conclusion. MRIepilepsy patients frequently present with electroclinical features seen in frontal lobe epilepsy or in epilepsy associated with FCD

Increasing hairdressing compliance with a child with autism spectrum disorders

The diagnosis of autism spectrum disorders (ASD) itself can include problems with hyper responsiveness to different sensory stimuli. These difficulties can lead to different maladaptive behavioral manifestations and prevent children diagnosed with ASD from participating in certain activities. The aim of the present case study was to examine the effectiveness of shaping procedure application in order to increase compliance with haircutting with a six year old boy diagnosed with ASD. The procedure used for increasing compliance while getting a haircut was shaping and we divided the intervention into two phases. Phase one involved teaching the participant to tolerate the presence of the hair clipper on his head, while phase two consisted of increasing participant’s toleration of the sound emitted by the hair clipper. Generalization probe involved taking the participant into a hair salon, where he would receive hair grooming performed by a professional hair stylist. The child mastered phase one in 54 trials that were conducted during five sessions and mastered the goal time in phase two in 89 trials that were conducted during four sessions. In conclusion, shaping procedure appears to be an effective and efficient training procedure for teaching skills that are important for future everyday functioning in society of children with ASD, as well as basic hygiene skills, such as hair cutting. Study limitations and future research implications are discussed

TYPES OF TREATMENTS USED BY PARENTS OF CHILDREN WITH AUTISM

There is a large number of treatment types offered to parents of children diagnosed with autism spectrum disorders (ASD), but they are particularly vulnerable to the promoters of pseudoscience, which can lead to the use of ineffective types of treatment. This study represents an attempt to document the types of treatments used by parents of children with ASD in the Republic of Serbia. Secondary aim was to determine if certain parent or child characteristics influenced the types of treatments used. Modified version of survey constructed and conducted by Green, et al. (2006) was used. Nearly all (n=85) of the 86 treatments listed in our survey were being currently used or used in the past by at least one parent and the most commonly used treatment is speech and language therapy. The treatments were grouped into ten categories and the most commonly used is other treatments (80.6%), followed by standard therapies (79.2%) and vitamin supplements (65.3%).  It is also of great importance to educate the parents of children with ASD about evidence-based treatments and on how to distinguish them from treatments that do not have empirica