Publicação
Evaluation of child development of children with suspected autistic spectrum disorder
| Resumo: | Introduction: Child development is a continuous process of acquisition and improvement of global skills that has its main milestones in the first three years of an individual's life. Autism Spectrum Disorder (ASD) is characterized as an alteration in neurodevelopment that involves persistent deficits in communication and social interaction, in addition to stereotyped movements that can be noticed in the child's early years even before the diagnosis is defined. Objective: Analyze the overall development of children at risk for ASD in its 5 domains: cognition, communication (expressive and receptive), motor skills (fine and gross), adaptive and socio-emotional behavior, and to correlate with the indicative of ASD signs. Methods: Nine male children aged between 24 and 41 months with suspected ASD were evaluated by Protea-R (Bosa &Salles, 2018) using the Bayley child development scales (Bayley, 2018). Results: Overall, there was impairment in the 5 behaviors measured with greater intensity in children at Risk for ASD than those at Relative Risk for ASD. Cognitive, linguistic and social-emotional skills were more impaired in these. Conclusions: This study allowed reflections on the integral development of children with suspected ASD even though it was not possible to determine a pattern of global development in these individuals. |
|---|---|
| Autores principais: | Souza, Aline Bernardes de |
| Outros Autores: | Meurer, Luzia de Miranda; Cymrot, Raquel |
| Assunto: | Education and Social Development Sciences |
| Ano: | 2021 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Instituto Politécnico de Viseu |
| Idioma: | inglês |
| Origem: | Millenium |
| _version_ | 1869977589490122752 |
|---|---|
| author | Souza, Aline Bernardes de |
| author2 | Meurer, Luzia de Miranda Cymrot, Raquel |
| author2_role | author author |
| author_facet | Souza, Aline Bernardes de Meurer, Luzia de Miranda Cymrot, Raquel |
| author_role | author |
| country_str | PT |
| creators_json_txt | [{\"Person.name\":\"Souza, Aline Bernardes de\"},{\"Person.name\":\"Meurer, Luzia de Miranda\"},{\"Person.name\":\"Cymrot, Raquel\"}] |
| datacite.creators.creator.creatorName.fl_str_mv | Souza, Aline Bernardes de Meurer, Luzia de Miranda Cymrot, Raquel |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| datacite.subjects.subject.fl_str_mv | Education and Social Development Sciences |
| datacite.titles.title.fl_str_mv | Evaluation of child development of children with suspected autistic spectrum disorder Evaluación del desarrollo infantil de niños con sospecha de trastornos del espectro autista Avaliação do desenvolvimento infantil de crianças com suspeita de perturbação do espectro autista |
| dc.creator.none.fl_str_mv | Souza, Aline Bernardes de Meurer, Luzia de Miranda Cymrot, Raquel |
| dc.description.none.fl_str_mv | Introducción: El desarrollo infantil es un proceso continuo de adquisición y mejora de habilidades globales que tiene sus principales hitos en los primeros tres años de la vida de un individuo. El Trastorno del Espectro Autista (TEA) se caracteriza por una alteración del neurodesarrollo que implica déficits persistentes en la comunicación e interacción social, además de movimientos estereotipados que se pueden notar en los primeros años del niño incluso antes de que se defina el diagnóstico. Objetivos: Este estudio buscó analizar el desarrollo global de niños en riesgo de TEA en sus 5 dominios: cognición, comunicación (expresiva y receptiva), habilidades motoras (fina y gruesa), comportamiento adaptativo y socioemocional, y correlacionar con el indicativo. de los signos de TEA. Métodos: Nueve niños varones de entre 24 y 41 meses con sospecha de TEA fueron evaluados por Protea-R (Bosa &Salles, 2018) utilizando las escalas de desarrollo infantil de Bayley (Bayley, 2018). Resultados: En general, hubo deterioro en los 5 comportamientos medidos con mayor intensidad en los niños con riesgo de TEA que en aquellos con riesgo relativo de TEA. Las habilidades cognitivas, lingüísticas y socioemocionales se vieron más afectadas en estos. Conclusion: Este estudio permitió reflexionar sobre el desarrollo integral de los niños con sospecha de TEA aunque no fue posible determinar un patrón de desarrollo global en estos individuos. Introdução: O desenvolvimento infantil é um processo contínuo de aquisição e aprimoramento de habilidades globais que tem seus principais marcos nos três primeiros anos de vida do indivíduo. A Perturbação do Espectro Autista (PEA) caracteriza-se como uma alteração no neurodesenvolvimento que envolve déficits persistentes na comunicação e na interação social além de movimentos estereotipados que podem ser percebidos nos anos iniciais da criança antes mesmo do diagnóstico definido. Objetivo: Analisar o desenvolvimento global de crianças com risco para PEA nos seus 5 domínios: cognição, comunicação (expressiva e receptiva), motricidade (fina e grossa), comportamento adaptativo e socioemocional e, correlacionar com os sinais indicativos de PEA. Métodos: Foram avaliadas 9 crianças do sexo masculino com idades entre 24 e 41 meses com suspeita do PEA, pelo Protea-R (Bosa &Salles, 2018), utilizando as escalas de desenvolvimento infantil Bayley (Bayley, 2018). Resultados: De modo geral, houve comprometimento nos 5 comportamentos mensurados com maior intensidade nas crianças com Risco para PEA do que as com Risco Relativo para PEA. As habilidades cognitivas, linguísticas e socioemocionais se demonstraram mais prejudicadas nestes. Conclusão: Este estudo possibilitou reflexões à cerca do desenvolvimento integral de crianças com suspeita dePEA mesmo não sendo possível determinar um padrão de desenvolvimento global nestes indivíduos. |
| dc.identifier.none.fl_str_mv | https://doi.org/10.29352/mill0216.24854 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Polytechnic Institute of Viseu (IPV) |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| dc.subject.none.fl_str_mv | Education and Social Development Sciences |
| dc.title.fl_str_mv | Evaluation of child development of children with suspected autistic spectrum disorder Evaluación del desarrollo infantil de niños con sospecha de trastornos del espectro autista Avaliação do desenvolvimento infantil de crianças com suspeita de perturbação do espectro autista |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | Introduction: Child development is a continuous process of acquisition and improvement of global skills that has its main milestones in the first three years of an individual's life. Autism Spectrum Disorder (ASD) is characterized as an alteration in neurodevelopment that involves persistent deficits in communication and social interaction, in addition to stereotyped movements that can be noticed in the child's early years even before the diagnosis is defined. Objective: Analyze the overall development of children at risk for ASD in its 5 domains: cognition, communication (expressive and receptive), motor skills (fine and gross), adaptive and socio-emotional behavior, and to correlate with the indicative of ASD signs. Methods: Nine male children aged between 24 and 41 months with suspected ASD were evaluated by Protea-R (Bosa &Salles, 2018) using the Bayley child development scales (Bayley, 2018). Results: Overall, there was impairment in the 5 behaviors measured with greater intensity in children at Risk for ASD than those at Relative Risk for ASD. Cognitive, linguistic and social-emotional skills were more impaired in these. Conclusions: This study allowed reflections on the integral development of children with suspected ASD even though it was not possible to determine a pattern of global development in these individuals. |
| dirty | 0 |
| eu_rights_str_mv | openAccess |
| format | article |
| id | millenium_f5a792d778bab6f87ec724c76036288f |
| identifier.doi.fl_str_mv | https://doi.org/10.29352/mill0216.24854 |
| inst_facet_str | urn:organizationAcronym:ipv{{{_:::_}}}Instituto Politécnico de Viseu |
| instacron_str | ipv |
| institution | Instituto Politécnico de Viseu |
| instname_str | Instituto Politécnico de Viseu |
| language | eng |
| network_acronym_str | millenium |
| network_name_str | Millenium |
| oai_identifier_str | oai:ojs.revistas.rcaap.pt:article/24854 |
| organization_str_mv | urn:organizationAcronym:ipv |
| person_str_mv | Souza, Aline Bernardes de Meurer, Luzia de Miranda Cymrot, Raquel |
| publishDate | 2021 |
| publisher.none.fl_str_mv | Polytechnic Institute of Viseu (IPV) |
| repo_facet_str | urn:repositoryAcronym:millenium{{{_:::_}}}Millenium |
| reponame_str | Millenium |
| repository_id_str | urn:repositoryAcronym:millenium |
| service_str_mv | urn:repositoryAcronym:millenium |
| spelling | Polytechnic Institute of Viseu (IPV)enIntroduction: Child development is a continuous process of acquisition and improvement of global skills that has its main milestones in the first three years of an individual's life. Autism Spectrum Disorder (ASD) is characterized as an alteration in neurodevelopment that involves persistent deficits in communication and social interaction, in addition to stereotyped movements that can be noticed in the child's early years even before the diagnosis is defined. Objective: Analyze the overall development of children at risk for ASD in its 5 domains: cognition, communication (expressive and receptive), motor skills (fine and gross), adaptive and socio-emotional behavior, and to correlate with the indicative of ASD signs. Methods: Nine male children aged between 24 and 41 months with suspected ASD were evaluated by Protea-R (Bosa &Salles, 2018) using the Bayley child development scales (Bayley, 2018). Results: Overall, there was impairment in the 5 behaviors measured with greater intensity in children at Risk for ASD than those at Relative Risk for ASD. Cognitive, linguistic and social-emotional skills were more impaired in these. Conclusions: This study allowed reflections on the integral development of children with suspected ASD even though it was not possible to determine a pattern of global development in these individuals.esIntroducción: El desarrollo infantil es un proceso continuo de adquisición y mejora de habilidades globales que tiene sus principales hitos en los primeros tres años de la vida de un individuo. El Trastorno del Espectro Autista (TEA) se caracteriza por una alteración del neurodesarrollo que implica déficits persistentes en la comunicación e interacción social, además de movimientos estereotipados que se pueden notar en los primeros años del niño incluso antes de que se defina el diagnóstico. Objetivos: Este estudio buscó analizar el desarrollo global de niños en riesgo de TEA en sus 5 dominios: cognición, comunicación (expresiva y receptiva), habilidades motoras (fina y gruesa), comportamiento adaptativo y socioemocional, y correlacionar con el indicativo. de los signos de TEA. Métodos: Nueve niños varones de entre 24 y 41 meses con sospecha de TEA fueron evaluados por Protea-R (Bosa &Salles, 2018) utilizando las escalas de desarrollo infantil de Bayley (Bayley, 2018). Resultados: En general, hubo deterioro en los 5 comportamientos medidos con mayor intensidad en los niños con riesgo de TEA que en aquellos con riesgo relativo de TEA. Las habilidades cognitivas, lingüísticas y socioemocionales se vieron más afectadas en estos. Conclusion: Este estudio permitió reflexionar sobre el desarrollo integral de los niños con sospecha de TEA aunque no fue posible determinar un patrón de desarrollo global en estos individuos.ptIntrodução: O desenvolvimento infantil é um processo contínuo de aquisição e aprimoramento de habilidades globais que tem seus principais marcos nos três primeiros anos de vida do indivíduo. A Perturbação do Espectro Autista (PEA) caracteriza-se como uma alteração no neurodesenvolvimento que envolve déficits persistentes na comunicação e na interação social além de movimentos estereotipados que podem ser percebidos nos anos iniciais da criança antes mesmo do diagnóstico definido. Objetivo: Analisar o desenvolvimento global de crianças com risco para PEA nos seus 5 domínios: cognição, comunicação (expressiva e receptiva), motricidade (fina e grossa), comportamento adaptativo e socioemocional e, correlacionar com os sinais indicativos de PEA. Métodos: Foram avaliadas 9 crianças do sexo masculino com idades entre 24 e 41 meses com suspeita do PEA, pelo Protea-R (Bosa &Salles, 2018), utilizando as escalas de desenvolvimento infantil Bayley (Bayley, 2018). Resultados: De modo geral, houve comprometimento nos 5 comportamentos mensurados com maior intensidade nas crianças com Risco para PEA do que as com Risco Relativo para PEA. As habilidades cognitivas, linguísticas e socioemocionais se demonstraram mais prejudicadas nestes. Conclusão: Este estudo possibilitou reflexões à cerca do desenvolvimento integral de crianças com suspeita dePEA mesmo não sendo possível determinar um padrão de desenvolvimento global nestes indivíduos.engenEvaluation of child development of children with suspected autistic spectrum disorderesEvaluación del desarrollo infantil de niños con sospecha de trastornos del espectro autistaTranslatedTitleptAvaliação do desenvolvimento infantil de crianças com suspeita de perturbação do espectro autistaTranslatedTitleSouza, Aline Bernardes deSouzaAline Bernardes deBrusque University Center - Unifebe, Brusque, Brazilorcid0000-0001-8966-3238Meurer, Luzia de MirandaMeurerLuzia de MirandaBrusque University Center - Unifebe, Brusque, Brazilorcid0000-0003-0414-1866Cymrot, RaquelCymrotRaquelMackenzie Presbyterian University, São Paulo, Brazilorcid0000-0001-9874-4507EISSN1647-662XIsPartOfPISSN0873-3015IsPartOf2021-09-14DOIhttps://doi.org/10.29352/mill0216.24854http://purl.org/coar/access_right/c_abf2open accessEducation and Social Development Scienceshttp://purl.org/coar/resource_type/c_6501journal articlehttp://creativecommons.org/licenses/by/4.02021-09-14fulltextapplication/pdfMillenium - Journal of Education, Technologies, and Health163138 |
| spellingShingle | Evaluation of child development of children with suspected autistic spectrum disorder Souza, Aline Bernardes de Education and Social Development Sciences |
| status | SINGLETON |
| subject.fl_str_mv | Education and Social Development Sciences |
| title | Evaluation of child development of children with suspected autistic spectrum disorder |
| title_full | Evaluation of child development of children with suspected autistic spectrum disorder |
| title_fullStr | Evaluation of child development of children with suspected autistic spectrum disorder |
| title_full_unstemmed | Evaluation of child development of children with suspected autistic spectrum disorder |
| title_short | Evaluation of child development of children with suspected autistic spectrum disorder |
| title_sort | Evaluation of child development of children with suspected autistic spectrum disorder |
| topic | Education and Social Development Sciences |
| topic_facet | Education and Social Development Sciences |
| url | https://doi.org/10.29352/mill0216.24854 |
| visible | 1 |