diplomsko delo
Maja Škrubej Novak (Author), Mojca Lipec-Stopar (Mentor), Suzana Pulec Lah (Co-mentor)

Abstract

Motnje avtističnega spektra (v nadaljevanju besedila MAS) so vseživljenjska razvojna motnja, ki se odražajo s težavami na področju socialne interakcije, socialne komunikacije in imaginacije ter fleksibilnosti mišljenja. Zgodnja obravnava, ki vključuje za MAS specifične pristope, je ključnega pomena za otrokov razvoj na vseh področjih in za otrokovo samostojnost. V pričujočem diplomskem delu predstavljamo program Zgodnje intenzivne obravnave za predšolske otroke z MAS, ki smo ga zasnovali in izvajali v okviru Centra društva za avtizem med leti 2010 in 2012. Cilj programa Zgodnje intenzivne obravnave za predšolske otroke z MAS je bil opremiti otroka z znanji, strategijami in spretnostmi, ki bi mu omogočile čim bolj samostojno inkluzijo tako v večinski izobraževalni sistem kot tudi v samo okolje, v katerem živi. V raziskavo, ki jo podrobneje predstavimo v empiričnem delu diplomske naloge, smo vključili 11 otrok, starih med 2,5 in 6 let. Z otroki smo opravili celostno in diferencialno diagnostiko s specifičnimi diagnostičnimi sredstvi, prilagojenimi za MAS (ADOS, 3Di) ter pedagoško oceno funkcioniranja otroka (PEP-3) in tako merili njegov napredek. Na podlagi pedagoške ocene smo načrtovali delo z otrokom, pri katerem smo uporabljali specifične pristope, razvite za delo z osebami z MAS (TEACCH, PECS, DIR Floortime). Analiza rezultatov, ki smo jih dobili pri merjenju na 6 področjih, je pokazala, da so otroci, ki so v povprečju obiskovali program Zgodnje intenzivne obravnave za predšolske otroke z motnjami avtističnega spektra 2,5 do 3 mesecev in v tem času imeli 38 do 144 ur obravnav, na vseh šestih ocenjevanih področjih skupno napredovali za povprečno 5,1 mesecev razvojne starosti. Rezultati raziskave jasno kažejo, da lahko zgodnja intenzivna obravnava, ki je skrbno načrtovana in izvajana s specifičnimi orodji in pristopi, prilagojenimi za MAS, v relativno kratkem času, bistveno izboljša otrokovo funkcioniranje in s tem omogoči lažje doseganje zastavljenih ciljev in inkluzijo na vseh področjih otrokovega življenja.

Keywords

otroci z motnjami avtističnega spektra;strategije;metode dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Škrubej Novak]
UDC: 616.896--053.4(043.2)
COBISS: 11252809 Link will open in a new window
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Downloads: 223
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Other data

Secondary language: English
Secondary title: Early intervention in children with autism spectrum disorder
Secondary abstract: Autism spectrum disorder (hereinafter referred to as ASD) is a lifetime developmental disorder, which reflects in problems with social interaction, social communication, imagination, and flexible thinking. Early intervention, which includes ASD specific approaches, is key for child’s general development and their independence. The thesis introduces a programme of Early intensive intervention for preschool children with ASD, which was conceptualized and implemented by the Centre for Autism between 2010 and 2012. The aim of the programme was to provide knowledge, strategies and skills for children with ASD that will enable them an independent inclusion into a mainstream education system as well as into their living environment. The research, which will be presented in detail in the empiric part of this thesis, included 11 children between the age of 2.5 and 6 years. They received a comprehensive and differential diagnosis with specific diagnostic means adjusted to ASD (i.e. ADOS, 3Di) and a pedagogical assessment of child’s functioning (i.e. PEP-3) to measure their development. Based on the assessment, work with the child was planned using specific approaches for working with people with ASD (e.g. TEACCH, PECS, DIR Floortime). The analysis of the results, which were obtained through measurements in six different fields, showed that children who attended the Early intensive treatment for preschool children with ASD programme 2.5 to 3 months and received 38 to 144 hours of treatments progressed by 5.1 months of developmental age on average in all six assessed areas. Furthermore, the results clearly show that an early intensive intervention, which is thoroughly planned and implemented using specific tools and approaches for ASD, can in a relatively short time span substantially improve child’s functioning, enable easier achievement of goals, and promote inclusion in all fields of child’s life.
Secondary keywords: autism;child;avtizem;otrok;
File type: application/pdf
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages: VIII, 158 str.
ID: 9199829