Sociabilidade: A chave para o transtorno do processamento sensorial

Social communication and sensory processing disorder are two factors that interact with each other and the difficulties they find in them impact on different neurodevelopmental disorders such as autism. More specifically, sociability is shown to play a key role in dealing with sensory processing difficulties and the interventions related to it can be implemented in a school setting as well within a therapeutic setting and even at home. The design of these interventions with a focus on sociability aims on the one hand to reduce sensory difficulties and on the other hand to provide meaningful communication when working with children with autism or severe or generalized learning difficulties. This article’s goal is to compile research findings regarding the impact of sociability on children with sensory difficulties through a literature review. Specifically, many interventions with pillars the social communication have been studied to help children with autism and other syndromes The outcomes demonstrated a direct link between sociability and sensory processing disorder with interventions and therapeutic programs implemented in many nations with favorable outcomes in many facets of how children with these issues behave. One of the most effective interventions that helps are Intensive Interaction with high contribution to the sensory regulation of children mainly with autism. Students with neurodevelopmental problems were the samples for the interventions' participants. Application of these programs on a weekly basis, two to three times, is helpful in the right direction.El trastorno de la comunicación social y el procesamiento sensorial son dos factores que interactúan entre sí y las dificultades que encuentran en ellos repercuten en diferentes trastornos del neurodesarrollo como el autismo. Más específicamente, se muestra que la sociabilidad juega un papel clave en el tratamiento de las dificultades de procesamiento sensorial y las intervenciones relacionadas con ella pueden implementarse tanto en un entorno escolar como en un contexto terapéutico e incluso en el hogar. El diseño de estas intervenciones con un enfoque principal en la sociabilidad tiene como objetivo, por un lado, reducir las dificultades sensoriales y, por otro lado, proporcionar una comunicación significativa cuando se trabaja con niños con autismo o dificultades de aprendizaje severas o generalizadas. El propósito de este artículo es registrar datos de investigación sobre el efecto de la sociabilidad en niños con dificultades sensoriales a través de una revisión de la literatura. En concreto, se han estudiado muchas intervenciones con pilares la comunicación social para ayudar a niños con autismo y otros síndromes. Los resultados mostraron que existe una correlación directa entre la sociabilidad y el trastorno del procesamiento sensorial con intervenciones y programas terapéuticos implementados en muchos países con resultados positivos en todos los aspectos del comportamiento de los niños con estas dificultades. Una de las intervenciones más efectivas que ayuda son las Interacciones Intensivas con alto aporte a la regulación sensorial de niños principalmente con autismo. En cuanto a los participantes en las intervenciones, las muestras fueron estudiantes con trastornos del neurodesarrollo estudiados. La frecuencia de aplicación de estos programas 2-3 veces por semana ayuda en la dirección correcta.A comunicação social e o transtorno do processamento sensorial, são dois fatores que interagem entre si e as dificuldades que encontram neles, impactam em diferentes transtornos do neurodesenvolvimento como o autismo. Mais especificamente, a sociabilidade mostra-se como um papel fundamental para lidar com as dificuldades de processamento sensorial e as intervenções relacionadas a ela podem ser implementadas em ambiente escolar, bem como, em contexto terapêutico e até mesmo em casa. O desenho destas intervenções com foco principal na sociabilidade visa por um lado, reduzir as dificuldades sensoriais e, por outro, proporcionar uma comunicação significativa ao trabalhar com crianças com autismo ou dificuldades de aprendizagem graves ou generalizadas. O objetivo deste artigo foi registrar dados de pesquisa sobre o efeito da sociabilidade em crianças com dificuldades sensoriais por meio de uma revisão de literatura. Especificamente, intervenções com pilares na comunicação social, têm sido estudadas para ajudar crianças com autismo e outras síndromes. Os resultados mostraram que existe uma correlação direta entre sociabilidade e transtorno do processamento sensorial com intervenções e programas terapêuticos implementados em vários países com resultados positivos em todos os aspectos do comportamento de crianças com essas dificuldades. Uma das intervenções mais eficazes que auxiliam, são a interação intensiva com alta contribuição para a regulação sensorial em crianças principalmente com autismo. Em relação aos participantes das intervenções, as amostras foram estudantes com transtornos do neurodesenvolvimento estudados. A frequência de aplicação destes programas dois ou três vezes por semana ajuda na direção correta

How aware is the public of the existence, characteristics and causes of language impairment in childhood and where have they heard about it? A European survey

Public awareness of language impairment in childhood (Developmental Language Disorder (DLD)) has been identified as an important determiner of research and clinical service delivery, yet studies directly assessing public awareness are lacking. This study surveyed awareness across 18 countries of Europe.Method: A questionnaire developed by an international team asked whether respondents had heard of language impairment affecting children, what they thought its manifestations and causes were and where they had heard of it. Respondents were also asked whether they had heard of autism, dyslexia, ADD/ADHD and speech disorder. The questionnaire was administered to members of the public in 18 European countries. A total of 1519 responses were obtained, spanning 6 age groups, 4 educational level groups and 3 income level groups.Results: Across all but one country, significantly fewer people had heard of language impairment than any of the other disorders (or 60 % compared to over 90 % for autism). Awareness tended to be lowest in Eastern Europe and greatest in North-Western Europe, and was influenced by education level, age and income level. People in countries with overall low and overall high awareness differed in their views on manifestations and causes. People had heard of language impairment and autism the same way - most frequently through the media, including Internet, and less frequently through their child’s school or a medical professional.Discussion: The study confirms that awareness of language impairment and knowledge of the breadth of its manifestations are low. It also suggests opportunities for how to increase awareness, including greater media coverage of language impairment and more efficient use of venues such as schools and healthcare. Ways in which cultural and linguistic differences may influence public awareness efforts are discussed, including the translatability of clinical labels and scientific terms. These may impact the acceptance of a common term and definition across all countries. As awareness campaigns are gaining momentum, the findings of this study can serve as a baseline against which to compare future findings.peer-reviewe

Η ανάπτυξη του λόγου σε παιδιά με αυτισμό και βαριές διαταραχές στην επικοινωνία

Η εργασία αποτελείται από το γενικό μέρος που περιέχει τρία κεφάλαια και το ειδικό μέρος, που είναι το τέταρτο κεφάλαιο της εργασίας και το οποίο αναφέρεται στη διεξαγωγή της ερευνητικής υπόθεσης και στα αποτελέσματα. Τα κεφάλαια του γενικού μέρους είναι τα εξής: Πρώτο κεφάλαιο, με τίτλο «Φύση και Ανάπτυξη των Δεξιοτήτων Επικοινωνίας και Λόγου». Αυτό το κεφάλαιο αναφέρεται, αρχικά, στην εννοιολογική οριοθέτηση των όρων Λόγος, Επικοινωνία, Γλώσσα και Ομιλία παραθέτοντας στοιχεία για την κατανόηση των όρων αυτών από τον τομέα της Γλωσσολογίας. Στο δεύτερο μέρος του ίδιου κεφαλαίου γίνεται μια σύντομη ανασκόπηση των θεωριών εκμάθησης του λόγου και στο τρίτο και τελευταίο μέρος παρατίθενται βιβλιογραφικά δεδομένα για την ανάπτυξη της επικοινωνίας και του λόγου στα παιδιά από 0 έως 6 ετών. Το δεύτερο κεφάλαιο έχει τον τίτλο «Διαταραχές Επικοινωνίας και Λόγου». Το κεφάλαιο αυτό διαπραγματεύεται στοιχεία που αφορούν την εξέλιξη της λογοπεδικής επιστήμης, τα ταξινομικά συστήματα των διαταραχών του λόγου, τα είδη των διαταραχών του λόγου και της επικοινωνίας, την αιτιολογία τους, επιδημιολογικά δεδομένα των παραπάνω διαταραχών και τεχνικές διάγνωσης και διαφοροδιάγνωσης. Το τρίτο κεφάλαιο έχει τον τίτλο «Αυτισμός». Αρχικά ασχολείται με ιστορικά δεδομένα της εμφάνισης της αυτιστικής διαταραχής, με την οριοθέτηση της ως αναπτυξιακή διαταραχή, με διαγνωστικά και επιδημιολογικά δεδομένα και κάνει μια ανασκόπηση των αιτιολογικών μελετών του αυτισμού από τα πρώτα χρόνια του καθορισμού του ως νοσολογική οντότητα έως και σήμερα που έγιναν στον τομέα της Γενετικής, της Νευρολογίας και της Νευροχημείας. Το τελευταίο μέρος αυτού του κεφαλαίου περιγράφει τα χαρακτηριστικά της αυτιστικής διαταραχής σε συνδυασμό με τις θεωρητικές εξηγήσεις που δόθηκαν κατά καιρούς από επιστήμονες του τομέα των Νευροεπιστημών και της Νευροψυχολογίας. Ιδιαίτερο βάρος σε όλο το θεωρητικό μέρος της εργασίας δίνεται στον τομέα της Πραγματολογίας του λόγου, ο οποίος είναι το επίκεντρο της ερευνητικής υπόθεσης. Στο πρώτο κεφάλαιο περιγράφεται η πραγματολογία ως μέρος της Γλωσσολογίας και αναλύεται η σχέση της με τους υπόλοιπους τομείς του λόγου, δηλαδή, τον Σημασιολογικό, τον Φωνολογικό και τον Μορφο-Συντακτικό. Αναλύεται επίσης, η Πραγματολογική Θεωρία της ανάπτυξης του λόγου και της επικοινωνίας στα παιδιά και αναφέρονται στοιχεία για την ανάπτυξη των πραγματολογικών δεξιοτήτων στα παιδιά από 0 έως 6 ετών. Στο τρίτο κεφάλαιο διαπραγματεύονται οι διαταραχές της πραγματολογίας σε σχέση με τον αυτισμό και γίνεται ανασκόπηση των πρόσφατων ερευνών στον τομέα αυτό. Σκοπός της μελέτης ήταν η διερεύνηση των πραγματολογικών δεξιοτήτων σε παιδιά με αυτισμό, η διερεύνηση της σημασίας του πραγματολογικού τομέα του λόγου στην αυτιστική διαταραχή και η συλλογή δεδομένων για την ανάπτυξη των πραγματολογικών δεξιοτήτων σε ελληνόπουλα προσχολικής ηλικίας με φυσιολογική ανάπτυξη. [...

International Survey of Speech-Language Pathologists' Practices in Working with Children with Autism Spectrum Disorder

Objective: Autism spectrum disorder (ASD) is a complex neurodevelopmental impairment. To better understand the role of speech-language pathologists (SLPs) in different countries in supporting children with ASD, the International Association of Logopedics and Phoniatrics (IALP) Child Language Committee developed a survey for SLPs working with children or adolescents with ASD. Method and Participants: The survey comprised 58 questions about background information of respondents, characteristics of children with ASD, and the role of SLPs in diagnosis, assessment, and intervention practices. The survey was available in English, French, Russian, and Portuguese, and distributed online. Results: This paper provides a descriptive summary of the main findings from the quantitative data from the 1,114 SLPs (representing 35 countries) who were supporting children with ASD. Most of the respondents (91%) were experienced in working with children with ASD, and the majority (75%) worked in schools or early childhood settings. SLPs reported that the children’s typical age at diagnosis of ASD on their caseload was 3–4 years, completed mostly by a professional team. Conclusions: The results support positive global trends for SLPs using effective practices in assessment and intervention for children with ASD. Two areas where SLPs may need further support are involving parents in assessment practices, and supporting literacy development in children with ASD

International Survey of Speech-Language Pathologists' Practices in Working with Children with Autism Spectrum Disorder

Objective: Autism spectrum disorder (ASD) is a complex neurodevelopmental impairment. To better understand the role of speech-language pathologists (SLPs) in different countries in supporting children with ASD, the International Association of Logopedics and Phoniatrics (IALP) Child Language Committee developed a survey for SLPs working with children or adolescents with ASD. Method and Participants: The survey comprised 58 questions about background information of respondents, characteristics of children with ASD, and the role of SLPs in diagnosis, assessment, and intervention practices. The survey was available in English, French, Russian, and Portuguese, and distributed online. Results: This paper provides a descriptive summary of the main findings from the quantitative data from the 1,114 SLPs (representing 35 countries) who were supporting children with ASD. Most of the respondents (91%) were experienced in working with children with ASD, and the majority (75%) worked in schools or early childhood settings. SLPs reported that the children’s typical age at diagnosis of ASD on their caseload was 3–4 years, completed mostly by a professional team. Conclusions: The results support positive global trends for SLPs using effective practices in assessment and intervention for children with ASD. Two areas where SLPs may need further support are involving parents in assessment practices, and supporting literacy development in children with ASD

Global TALES Project Protocol 2018

Download our protocol to elicit personal narrative language samples from children and adolescents using 6 simple prompts. Updates and translations are posted here