Emoción y motivación en TEA y atención temprana

##plugins.themes.bootstrap3.article.main##

Rocío García Pascual
Alfredo Rebaque Gómez
Mª Ángeles García Mata
Jana Blanco Fernández
Ana María de Caso Fuertes

Resumo

La motivación y la emoción son elementos fundamentales para el aprendizaje. Cuando hablamos de desarrollo temprano y TEA, estas dos dimensiones adquieren un mayor peso debido a los déficits socioemocionales, los intereses restringidos y las conductas estereotipadas que hacen que no se vinculen de igual forma a adultos y a iguales. Existe amplia evidencia de los beneficios de iniciar una intervención especializada en TEA, aun cuando sólo hay signos de alerta que pueda repercutir en la mejora de los síntomas del trastorno (Dawson, 2008). El presente documento muestra la puesta en marcha de un programa de intervención con evidencia científica en estado de implementación: PACT. Habiéndose avanzado en dos de las fases con 3 niños ya se encuentran evidencias de su beneficio, así como el uso de las estrategias de seguimiento de la motivación del niño, el control del estado emocional, vincularles a estados emocionales de juego y el poner palabras mejoran la atención compartida de los pequeños, su comunicación e intención comunicativa, la aparición de mayor lenguaje, una mayor motivación social y una mayor expresión de afecto.

Downloads

Não há dados estatísticos.

##plugins.themes.bootstrap3.article.details##

Como Citar
García Pascual, R., Rebaque Gómez, A., García Mata, M. Ángeles, Blanco Fernández, J., & de Caso Fuertes, A. M. (2019). Emoción y motivación en TEA y atención temprana. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 3(1), 13–22. https://doi.org/10.17060/ijodaep.2019.n1.v3.1446
Secção
Artículos

Referências

Aldred, C., Green, J., Howlin, P., Le Couteur, A., Barron, S., Beggs, K., Collino, J., Colmer, R., Houghton, T., Randles, S., Slonims, V., y Taylor, C. (2011). Pre-school Autism Communication Therapy-PACT Manual. Roundway Centre Publishing

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5TH Edition). Washington DC: Author.

American Academy of Pediatrics Committee on Children with, & Disabilities. (2001). The Pediatrician’s Role in the Diagnosis and Management of Autistic Spectrum Disorder in Children. Pediatrics, 107(5), 1221-1226. https://doi.org/10.1542/peds.107.5.1221

Charman, T. (2003). Why is joint attention a pivotal skills in autism? Philosophical Transactions of the Royal Society. B:Biological Sciences. 358, 315-324.

Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder. Development and Psychopathology, 20(03). https://doi.org/10.1017/S0954579408000370.

Dawson G, Bernier R, y Ring RH. (2012). Social attention: A possible early indicator of efficacy in autism clinical trials. Journal of Neurodevelopmental Disorders, 4(1):11. doi: 10.1186/1866-1955-4-11.

Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Meta-Analysis of Early Intensive Behavioral Intervention for Children with Autism. Journal of Clinical Child &

Adolescent Psychology, 38(3), 439-450. https://doi.org/10.1080/15374410902851739

Filipek, P. A., Accardo, P. J., Ashwal, S., Baranek, G. T., Cook, E. H., Dawson, G., Kallen, R. J. (2000). Practice parameter: Screening and diagnosis of autism Report of the Quality Standards Subcommittee of the American Academy of Neurology and the Child Neurology Society. Neurology, 55(4), 468–479.

French, L, y Kennedy, E. (2018). Annual Research Review: Early intervention for infants and young children with, or at-risk of, autism spectrum disorder: a systematic review. Journal of Child Psychology and Psychiatry 59:4, pp 444–456.

Green, J., Charman, T., Pickles, A., Wan, M. W., Elsabbagh, M., Slonims, V., Taylor, C., McNally, J., Booth, R., Gliga, T., Jones, E., Harrop, C., Bedford, R., Johnson, M., and BASIS team (2015).

Parent-mediated intervention versus no intervention for infants at high risk of autism: a parallel, single-blind, randomised trial. The Lancet. Psychiatry, 2(2), 133–140. doi:10.1016/S2215-0366(14)00091-1.

Howlin, E. A. (1986). “An overview of social behavior in autisrn” En E. Schopler. & G.B. Meisvibov (Eds.), Social Behavior in autism. Plenum Press. N.Y.

Hudry, K., Aldred, C., Wigham S, Green J, Leadbitter K, Temple K, Barlow K, y McConachie H; PACT Consortium. (2013) Predictors of parent-child interaction style in dyads with autism. Res Dev Disabil. 34(10):3400-10.

Johnson, C. P., Myers, S. M., & American Academy of Pediatrics Council on Children with Disabilities. (2007). Identification and evaluation of children with autism spectrum disorders. Pediatrics, 120(5), 1183-1215. https://doi.org/10.1542/peds.2007-2361.

Knudsen EI. (2004). Sensitive periods in the development of the brain and behavior. Journal of Cognitive Neuroscience, 16:1412–1425. doi: 10.1162/0898929042304796.

Macari, S., DiNicola, L., Kane-Grade, F., Prince, E., Vernetti, A., Powell, K., Fontenelle, S., Chawarska, K. (2018). Emotional Expressivity in Toddlers with Autism Spectrum Disorder. Journal of the American Academy of Child & Adolescent Psychiatry. Volume 57, Issue 11, November 2018, Pages 828-836.e2.

Mundy P. (2011). The social behavior of autism: a parallel and distributed information processing perspective. In Autism spectrum disorders (eds Amaral DG, Dawson G, Geschwind DH, editors.), pp. 149–171. New York, NY: Oxford University Press.

Mundy, P. (2016). Autism and joint attention: Developmental, neuroscience, and clinical fundamentals. New York City, NY: Guilford Pub. Inc.

Mundy, P., Sullivan, L., & Mastergeorge, A. M. (2009). A parallel and distributed-processing model of joint attention, social cognition and autism. Autism Research, 2, 2–21.

Pennington, M. L., Cullinan, D., & Southern, L. B. (2014). Defining autism: variability in state education agency definitions of and evaluations for autism spectrum disorders. Autism research and

treatment, 2014, 327271. doi:10.1155/2014/327271.

Pickles, A., Le Couteur, A., Leadbitter, K., Salomone, E., Cole-Fletcher, R., Tobin, H., Gammer, I., Lowry, J., Vamvakas,G., Byford,S., Slonims, V., McConachie, H., Howlin, P., Parr,J.R.,

Charman,T., Green,J., & Aldred, C. (2016). Parent-mediated social communication therapy for young children with autism (PACT): long-term follow-up of a randomised controlled trial. The Lancet, 388(10059), 2501-2509.

Reichow, B. (2012). Overview of Meta-Analyses on Early Intensive Behavioral Intervention for Young Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 42(4), 512-520. https://doi.org/10.1007/s10803-011-1218-9.

Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology: The Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 37(1), 8-38. https://doi.org/10.1080/15374410701817808

Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., Kasari, C., Ingersoll, B., Kaiser, A.P., Bruinsma, Y., McNerney, E., Wetherby, A., y Halladay, A. (2015). Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(8), 2411–2428. doi:10.1007/s10803-015-2407-8.

Siller, M y Sigman, M. (2002). The behaviors of parent of children with autism predict the subsequent development of their children communication. Journal of Autism and Developmental Disorders, 32, 77-89.

Tavis, T., Sigman, M., y Ruskin, E. (2001). Links between social understanding and social behaviour in verbally able children with autism. Journal of Developmental Disorders, 31, 2 119-130.

Thelen E, Smith L. (1994) A dynamic systems approach to the development of cognition and action. Boston: MIT Press.

Topál J, Gergely G, Miklósi Á, Erd hegyi Á, Csibra G. (2008). Infants’ perseverative search errors are induced by pragmatic misinterpretation. Science, 321(5897):1831–1834. doi: 10.1126/science.1161437.

Virues-Ortega, J., Rodríguez, V., & Yu, C. T. (2013). Prediction of treatment outcomes and longitudinal analysis in children with autism undergoing intensive behavioral intervention. International Journal of Clinical and Health Psychology, 13(2), 91-100. https://doi.org/10.1016/S1697-2600(13)70012-7.

Vivanti, G., y Nuske, H.J. (2017). Autism, attachment, and social learning: Three challenges and a way forward. Behavioural Brain Research, 325 (B), 251-259.

Wetherby, A. M., y Woods, J. J. (2006). Early social interaction project for children with autism spectrum disorders beginning in the second year of life: A preliminary study. Topics in Early Childhood Special Education, 26, 67-82.

Zwaigenbaum, L., Bryson, S., Rogers, T., Roberts, W., Brian, J., Stamari, P. (2005). Behavioral manifestations of autism in the first year os life. International Journal of Developmental Neuroscience 23, 143-152.

Zwaigenbaum, L., Bauman, M. L., Choueiri, R., Kasari, C., Carter, A., Granpeesheh, D., Mailloux, Z., Smith Roley,S., Wagner, S., Fein, D., Pierce, K., Buie, T., Davis, P., Newschaffer, C., Robins, D., Wetherby, A., Stone, W. L., Yirmiya,N., Estes, A., Hansen, R. L., McPartland, J. C.., y Natowicz, M. R. (2015). Early Intervention for Children with Autism Spectrum Disorder Under 3 Years of Age: Recommendations for Practice and Research. Pediatrics, 136(Supplement 1), S60-S81. https://doi.org/10.1542/peds.2014-3667E.