Early Childhood Intervention

Guralnick, Michael J.

doi:10.1177/108835760001500202

Cited by 45 publications

(41 citation statements)

References 33 publications

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“…Cabe ressaltar que as evidências de efi cácia podem estar restritas às características singulares desta amostra, haja vista que enquanto as participantes tinham atendimento interdisciplinar completo no mesmo local para suas crianças, outras mães de fi lhos com TEA, de acordo com a literatura nacional e internacional vivem uma realidade diferente, tendo como fatores associados ao stress, situações diversas, tais como a espera por vaga em programas de atendimento, difi culdades de acesso a profi ssionais e identifi cação de tratamento especializado entre outros (Bosa, 2002;Guralnick, 2000, Yeargin-Allsop et al, 2003. É possível que esta situação de fácil acesso ao tratamento, que se confi gura de grande valia como suporte social, aliada ao suporte profi ssional interdisciplinar oferecido no serviço de saúde que frequentam, tenham atuado como fatores protetivos ao stress impedindo-as de atingir níveis mais altos e deixando-as simultaneamente mais suscetíveis a responder favoravelmente ao TCS-MTEA.…”

Section: Discussionunclassified

Avaliação de Treino de Controle do Stress para Mães de Crianças com Transtornos do Espectro Autista

Moxotó

Malagris

2015

Psicol. Reflex. Crit.

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ResumoO diagnóstico de transtorno do espectro autista (TEA) em fi lhos tem sido descrito na literatura como razão de excessivo stress em suas mães. Como o Treino de Controle do Stress (TCS) de Lipp, já foi adaptado com êxito para o atendimento de diversas populações de diferentes faixas etárias, o objetivo deste trabalho foi investigar a efi cácia de uma adaptação do TCS para mães de crianças com TEA (TCS-MTEA) na redução do stress desta população. Para isto comparou-se a presença e níveis de stress de vinte participantes, na faixa etária entre 20 e 50 anos, sendo dez submetidas a esta intervenção individual confi gurando uma amostra experimental (AE) e outras dez que tiveram apenas níveis de stress avaliados no mesmo intervalo de tempo, confi gurando uma amostra controle (AC). As vinte participantes foram avaliadas antes e após o treino com o Inventário de Sintomas de Stress para Adultos de Lipp. Ao fi nal da intervenção das dez participantes estressadas inicialmente na AE, sete estavam sem stress (70%) e as outras três apresentaram redução do nível de stress (30%) enquanto as dez da AC (100%) continuavam estressadas. Conclui-se que o TCS-MTEA foi efi caz na redução do stress das participantes da AE. Palavras-chave: Transtornos do espectro autista, mães, treino de controle do stress. AbstractThe diagnosis of autism spectrum disorder (ASD) in a child has been described in literature as associated to excessive stress in their mothers. As the Lipp Stress Control Training (referred to locally as TCS) has been successfully adapted for the care of diverse populations of different ages, the aim of this study was to investigate the effectiveness of an adaptation of TCS for mothers of children with ASD (referred to locally as TCS-MTEA) in reducing stress in this population. For this, the presence and levels of stress of twenty participants aged between 20 and 50 years was compared. Ten individuals were submitted to individual training, confi guring an experimental sample (ES) and ten only had stress levels evaluated in the same time interval, confi guring a control sample (CS). The twenty participants were assessed before and after training with the Lipp Stress Symptoms Inventory. After the intervention, among the ten ES participants initially stressed, seven were without stress (70%) and the other three had the level of stress reduced (30%) while the ten CS participants (100%) remained stressed. The study concluded that the TCS-MTEA was effective in reducing the stress of the ES participants.

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Section: Discussionunclassified

Avaliação de Treino de Controle do Stress para Mães de Crianças com Transtornos do Espectro Autista

Moxotó

Malagris

2015

Psicol. Reflex. Crit.

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“…Malgré cela, il y a urgence à intervenir tôt. La vaste majorité des experts s'entendent à l'effet qu'un traitement débutant le plus tôt possible (dès l'âge de 18 mois) fournit les meilleures chances de réduction des symptômes à court et à long terme permettant ainsi le développement du potentiel optimal et favorisant l'intégration (California Departments of Education and Developmental Services, 1997 ;Guralnick, 2000 ;McGee et al, 1999 ;New York State Department of Health, 1999). La réponse aux besoins ne doit donc plus être tributaire d'un diagnostic, mais les services doivent être mis en place dès l'identification des besoins et s'ajuster par la suite aux résultats de l'évaluation diagnostique (MSSS, 2001).…”

Section: L'identification Et Le Diagnostic Précocesunclassified

“…Bien qu'on ne connaisse pas encore les facteurs de l'environnement pouvant favoriser une évolution plus ou moins favorable, il demeure que la famille immé-diate et les parents en particulier sont des acteurs centraux de l'environnement humain de leur enfant, surtout durant les premières années. D'ailleurs, selon le modèle développé par Guralnick (2000), le type d'interactions familiales aurait une influence sur le développement de l'enfant. Guralnick (2000) organise ces types d'interactions familiales en trois formes : la qualité de la relation parents-enfant, la capacité de la famille d'orchestrer les expériences de l'enfant et la capacité des parents de veiller à la santé et la sécurité de l'enfant.…”

Section: Une Pratique Centrée Sur La Familleunclassified

“…D'ailleurs, selon le modèle développé par Guralnick (2000), le type d'interactions familiales aurait une influence sur le développement de l'enfant. Guralnick (2000) organise ces types d'interactions familiales en trois formes : la qualité de la relation parents-enfant, la capacité de la famille d'orchestrer les expériences de l'enfant et la capacité des parents de veiller à la santé et la sécurité de l'enfant. Chez les familles des enfants présentant un risque biologique ou un problème de développe-ment, une série de stresseurs sont créés qui viennent menacer la qualité de ces types d'interactions.…”

Section: Une Pratique Centrée Sur La Familleunclassified

“…Chez les familles des enfants présentant un risque biologique ou un problème de développe-ment, une série de stresseurs sont créés qui viennent menacer la qualité de ces types d'interactions. Guralnick (2000) suggère que ces stresseurs sont de quatre types : 1) le besoin d'être informé sur les particularités et les besoins de l'enfant, et ce, à toutes les étapes du développement et à tous les niveaux ; 2) la détresse interpersonnelle et familiale engendrée par la perspective des conséquences d'un tel diagnostic ; 3) le besoin de ressources additionnelles pour rencontrer les besoins de l'enfant et 4) la perte de confiance en ses capacités parentales. Il importe de tenir compte de tous ces stresseurs dans l'évaluation des besoins de la famille afin de pouvoir cibler ceux qui sont problématiques dans l'intervention.…”

Section: Une Pratique Centrée Sur La Familleunclassified

See 2 more Smart Citations

Trouble envahissant du développement : un modèle d’intervention précoce centrée sur la famille 1

Chretien¹,

Connolly²,

Moxness

2003

smq

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Combining RTI and psychoeducational assessment: What we must assume to do otherwise

Wodrich

Spencer

Daley

2006

Psychology in the Schools

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The Individuals With Disabilities Education Improvement Act of 2004 (IDEA; permitted lack of students' response to intervention (RTI) to be considered as a basis for documenting specific learning disabilities (SLD). The previous method of detecting SLD, which relied on IQ and achievement testing, consequently is no longer mandatory. Accordingly, proposals for the abandonment of IQ, and perhaps all standardized psychoeducational assessment, have arisen. In this article, it is proposed that the joint use of RTI and psychoeducational testing is indispensable when school-based evaluations concern SLD eligibility. The singular use of either RTI or psychoeducational testing requires adoption of several implicit and apparently untenable assumptions. Those assumptions are made explicit in this article, and each is examined. © 2006 Wiley Periodicals, Inc.The recent reauthorization of the Individuals With Disabilities Education Improvement Act of 2004 (IDEA; includes provisions for alternative evidenced-based practices such as response to intervention (RTI) as part of the identification process for specific learning disabilities (SLD). Many professionals have eagerly awaited these changes, viewing them as a sign of advancement in the identification of SLD (Fletcher, Coulter, Reschly, & Vaughn, 2004). Furthermore, some writers appear to seek these changes to advocate marked reduction in the use of standardized tests by calling for an almost complete elimination of IQ testing (e.g., see Bradley, Danielson, & Doolittle, 2005;Lyon et al., 2001). However, the singular use of RTI for determination of SLD involves several implicit assumptions that may prove untenable in actual practice. Similarly, the use of standardized assessment measures alone involves equally untenable assumptions. The purpose of this article is to review the assumptions associated with either the unilateral use of RTI or standardized assessments and to discuss the potential pitfalls in committing exclusively to either method. Additionally, we propose that a comprehensive approach including both procedures should be required to adequately identify and plan for students with SLD.Reviewing the underlying assumptions on which the sole use of RTI or standardized testing rest should not be construed as criticism of either practice as a valuable tool for understanding students. In fact, it is proposed that the joint use of RTI and psychoeducational testing be typically required to adequately identify and plan for most students with learning disabilities. The approach advocated here, of including standardized assessments in a comprehensive evaluation, is consistent with the position of National Association of School Psychologists (NASP; and matches the opinions derived from a survey of school psychologists with advanced competency certification (American Academy of School Psychology, 2004). The preferred course of action when students reach the point where a thorough evaluation (Tier III in a multitier system) is required is to examine personal skills and abilities ...

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Early Childhood Intervention

Cited by 45 publications

References 33 publications

Avaliação de Treino de Controle do Stress para Mães de Crianças com Transtornos do Espectro Autista

Avaliação de Treino de Controle do Stress para Mães de Crianças com Transtornos do Espectro Autista

Trouble envahissant du développement : un modèle d’intervention précoce centrée sur la famille 1

Combining RTI and psychoeducational assessment: What we must assume to do otherwise

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