Habilidades cognitivas promotoras de inserção social em crianças com autismo infantil e síndrome de Asperger
Data
2009-02-18
Tipo
Tese de doutorado
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Resumo
A inteligência é a capacidade que o ser humano tem de se adaptar ao meio.As habilidades cognitivas são utilizadas para uma inserção social mais efetiva.O objetivo da presente tese é identificar as habilidades cognitivas promotoras de uma melhor inserção social da criança com Autismo Infantil e Síndrome de Asperger em dois momentos de avaliação,com intervalo de doze meses.Vinte e uma crianças,com idade entre 3 e 12anos e diagnóstico de Autismo Infantil e Síndrome de Asperger,foram avaliadas e suas respectivas mães foram entrevistadas.As crianças estavam inseridas em contexto educacional e/ou sendo atendidas em instituição especializada em Autismo.Doze meses após a primeira avaliação,as mesmas crianças, participaram da segunda avaliação.Em entrevista individual as mães forneceram os dados sobre habilidades adaptativas respondendo a Vineland-VABS(Sparrow,Balla,Cichetti,1984)e sobre características comportamentais respondendo o ABC/ICA(Krug, Arick, Almond, 1993).Cada criança foi avaliada individualmente,por psicóloga experiente na aplicação de testes psicológicos e treinada no teste de nível intelectual Stanford-Binet Intelligence Scale 4ed(Thorndike, Hagen, Sattler,1986).Este instrumento avalia o desempenho intelectual de crianças e fornece uma estimativa do nível cognitivo geral e das habilidades cognitivas nas quatro áreas avaliadas:Raciocínio Verbal, Raciocínio Visual-Abstrato,Raciocínio Quantitativo e Memória de Curto Prazo.Os resultados mostraram que crianças com Autismo Infantil e Síndrome de Asperger apresentaram desempenho inferior no teste de avaliação cognitiva Stanford-Binet(Thorndike et al,1986)quando comparado ao desempenho de crianças e adolescentes inseridos em escola regular(Marteleto,Chiari,Perissinoto,2009).Nas duas avaliações habilidades cognitivas específicas se apresentaram altamente correlacionadas com domínios adaptativos específicos das crianças com AI e SA. Na primeira avaliação as Áreas e Total do Stanford-Binet se correlacionaram com os Domínios de Comunicação, Habilidades de Vida Diária, Socialização e Total da Vineland p<0,05).Doze meses depois houve correlação entre as Áreas e Total do Stanford-Binet com os Domínios Comunicação,Habilidades de Vida Diária,Socialização,Habilidades Motoras e Total da Vineland(p< 0,05).No decorrer de um ano, as habilidades cognitivas envolvidas no Raciocínio Quantitativo e Memória de Curto Prazo promoveram uma melhor inserção social das crianças com AI e SA.
The objective of this dissertation is to identify the cognitive abilities that promote a better child social insertion with Autism and Asperger in a 12 month period. A total of 21 children between 3 and 12 years old, diagnosed as Autism and Asperger, were assessed and their mothers were interviewed. Children were included in regular schools or attending special Autistic schools. A period of 12 months after the first assessment, the same children took part in the second stage of this research. In individual interviews the mothers provided the data about adaptive abilities and behavior characteristics giving answers to the Vineland Adaptive Behavior Scales – VABS (Sparrow, Balla, Cichetti, 1984) and the Autism Behavior Checklist – ABC/ICA (Krug, Arick, Almond, 1993). Each child was individually assessed, by an experienced psychologist, trained in the Stanford-Binet Intelligence Scale 4th Edition (Thorndike, Hagen, Sattler, 1986). This instrument estimates the general cognitive level and the pattern of the cognitive abilities in the four assessed areas: - verbal reasoning, visual abstract reasoning, quantitative reasoning, and short-term memory. The results showed that Autism and Asperger children were presented a worse performance than that of children in regular schools. The two assessments demonstrated that specific cognitive abilities and specific adaptive domains presented high correlations. In the first assessment, the Stanford Binet areas and total were correlated with the Communication domains, Daily life abilities, Socialization and Total score of the Vineland Scale (p < 0,05). One year later, there was a correlation between the Stanford Binet areas and total and the Communication domains, Daily life abilities, Socialization, Motor abilities and total score of the Vineland Scale (p < 0,05). In a year’s time the logic mathematics and memory cognitive abilities promoted a better social insertion in children with Autism and Asperger.
The objective of this dissertation is to identify the cognitive abilities that promote a better child social insertion with Autism and Asperger in a 12 month period. A total of 21 children between 3 and 12 years old, diagnosed as Autism and Asperger, were assessed and their mothers were interviewed. Children were included in regular schools or attending special Autistic schools. A period of 12 months after the first assessment, the same children took part in the second stage of this research. In individual interviews the mothers provided the data about adaptive abilities and behavior characteristics giving answers to the Vineland Adaptive Behavior Scales – VABS (Sparrow, Balla, Cichetti, 1984) and the Autism Behavior Checklist – ABC/ICA (Krug, Arick, Almond, 1993). Each child was individually assessed, by an experienced psychologist, trained in the Stanford-Binet Intelligence Scale 4th Edition (Thorndike, Hagen, Sattler, 1986). This instrument estimates the general cognitive level and the pattern of the cognitive abilities in the four assessed areas: - verbal reasoning, visual abstract reasoning, quantitative reasoning, and short-term memory. The results showed that Autism and Asperger children were presented a worse performance than that of children in regular schools. The two assessments demonstrated that specific cognitive abilities and specific adaptive domains presented high correlations. In the first assessment, the Stanford Binet areas and total were correlated with the Communication domains, Daily life abilities, Socialization and Total score of the Vineland Scale (p < 0,05). One year later, there was a correlation between the Stanford Binet areas and total and the Communication domains, Daily life abilities, Socialization, Motor abilities and total score of the Vineland Scale (p < 0,05). In a year’s time the logic mathematics and memory cognitive abilities promoted a better social insertion in children with Autism and Asperger.
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Citação
MARTELETO, Márcia Regina Fumagalli. Habilidades cognitivas promotoras de inserção social em crianças com autismo infantil e síndrome de Asperger. 2009. 214 p. Tese (Doutorado) - Escola Paulista de Medicina, Universidade Federal de São Paulo (UNIFESP), São Paulo, 2009.