Sociopragmatične spretnosti otrok z avtizmom

Abstract

Keywords

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Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Šulin]
UDC:	616.896(043.2)
COBISS:	9632585
Views:	856
Downloads:	189
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Social – pragmatic skills of children with autism
Secondary abstract:	The purpose of this diploma was to study the development of social-pragmatic skills of children with autism. Social-pragmatic skills are very important factor in child's interaction and communication with their parents and other children. They are the basis for effective communication. Children with autism have problems exactly on the communication field. They have a hard time to connect with their surrounding, they have problems with speech development, some never develope speech, they do not establish eye contact, they poorly respond to their name, they talk about themself in a third person. Children with autism also have difficulties with playing, the absence of imaginative play is also present, they are incompetnet to start a simple game with other children or to participate in social games, they express a preference of individual play. All of this indicators belong to the complex of social-conversational skills. Results of the research show that social-pragmatic skills vary by age and also show that average scores are about the same in both group of skills, assertiveness and responsiveness, witch means that there is no significant difference between those two skills. We found out that the children with autism have the least developed social-pragmatic skills and that the typical children do not have as many problems developing social-pragmatic skills than the children with autism.
Secondary keywords:	communication;autism;komunikacija;avtizem;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	VIII f., 80 str.
Type (ePrints):	thesis
Title (ePrints):	Social – pragmatic skills of children with autism
Keywords (ePrints):	komunikacija
Keywords (ePrints, secondary language):	communication
Abstract (ePrints):	Namen diplomskega dela je bil preučiti razvoj sociopragmatičnih spretnosti pri otrocih z avtizmom. Sociopragmatične spretnosti so zelo pomemben dejavnik v otrokovi interakciji in komunikaciji s starši in vrstniki, saj so osnova za učinkovito komunikacijo. Otroci z avtizmom pa imajo težave ravno na področju komunikacije. Težko navežejo stik z okolico, težave imajo pri razvoju govora, nekateri nikoli ne spregovorijo, ne vzpostavijo očesnega stika, slabo se odzivajo na svoje ime, o sebi govorijo v tretji osebi. Otroci z avtizmom imajo težave tudi pri igri zaradi odsotnosti domišljijske igre, ker niso sposobni začeti enostavne igre z vrstniki ali sodelovati v socialnih igrah, izraža se preferenca po individualni igri. Vse to pa spada v sklop socialno-pogovornih spretnosti. Rezultati raziskave kažejo, da se spretnosti asertivnosti in spretnosti responzivnosti spreminjajo glede na starost otrok ter da prihaja do podobnih povprečnih ocen asertivnosti in responzivnosti, kar pomeni, da ni bistvene razlike med razvitostjo spretnosti asertivnosti in responzivnosti. Ugotovili smo, da imajo otroci z avtizmom, rojeni leta 2009, najslabše razvite sociopragmatične spretnosti in da imajo tipični otroci manj težav pri razvoju sociopragmatičnih spretnosti kot otroci z avtizmom.
Abstract (ePrints, secondary language):	The purpose of this diploma was to study the development of social-pragmatic skills of children with autism. Social-pragmatic skills are very important factor in child's interaction and communication with their parents and other children. They are the basis for effective communication. Children with autism have problems exactly on the communication field. They have a hard time to connect with their surrounding, they have problems with speech development, some never develope speech, they do not establish eye contact, they poorly respond to their name, they talk about themself in a third person. Children with autism also have difficulties with playing, the absence of imaginative play is also present, they are incompetnet to start a simple game with other children or to participate in social games, they express a preference of individual play. All of this indicators belong to the complex of social-conversational skills. Results of the research show that social-pragmatic skills vary by age and also show that average scores are about the same in both group of skills, assertiveness and responsiveness, witch means that there is no significant difference between those two skills. We found out that the children with autism have the least developed social-pragmatic skills and that the typical children do not have as many problems developing social-pragmatic skills than the children with autism.
Keywords (ePrints, secondary language):	communication
ID:	8311368