Análisis de habilidades pragmáticas de niños con TEA y niños con TEA y TDAH
Análisis de habilidades pragmáticas de niños con TEA y niños con TEA y TDAH
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Resumo
Introducción. El Trastorno del Espectro Autista (TEA) presenta dificultades en la pragmática del lenguaje que repercuten negativamente en el ámbito social y adaptativo. Una de las cuestiones menos estudiadas es el papel que desempeñan los síntomas comórbidos del trastorno por déficit de atención con hiperactividad (TDAH) en las habilidades pragmáticas y discursivas de niños con TEA. El propósito de este estudio fue: (1) Analizar las similitudes y diferencias de las habilidades pragmáticas y de discurso narrativo mediante la comparación de niños con TEA, TEA+TDAH y desarrollo típico (DT). (2) Analizar la capacidad discriminante de las habilidades pragmáticas y de discurso narrativo en niños con TEA y TEA+TDAH. Método. Participaron un total de 89 niños entre 7 y 11 años de edad: 30 con un diagnóstico de TEA, 22 con un diagnóstico de TEA+TDAH y 37 con DT. Resultados. Los dos grupos con TEA fueron diferentes significativamente al grupo con DT en todas las escalas analizadas de la pragmática, tanto en las estimaciones realizadas por sus padres como en el análisis del discurso narrativo. Sin embargo, estos aspectos tuvieron escasa capacidad para discriminar los grupos TEA y TEA+TDAH. Conclusiones. La adición de sintomatología de TDAH no supuso una mayor afectación de las habilidades pragmáticas y narrativas en los participantes con TEA, a excepción de la comunicación no verbal, más alterada en el TEA.
Referências
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Antshel, K.M., Polacek, C., McMahon, M., Dygert, K., Spenceley, yFaisal, F. (2011). Comorbid ADHD and anxiety affect social skills group intervention treatment efficacy in children with autism spectrum disorders.Journal of Development and Behavioral Pediatrics,32(6),439-446.
Ashwood, K., Tye, C., Azadi, B., Cartwright, S., Asherson, P., y Bolton, P. (2015). Brief Report: Adaptive Functioning in children with ASD, ADHD and ASD+ADHD.Journal of Autism and Developmental Disorders, 45(7), 2235-2242.
Baixauli, I., Roselló, B., y Colomer, C. (2015). Relaciones entre trastornos del lenguaje y competencia socioemocional. Revista de Neurología, 60(Supl.1), 51-56.
Baixauli, I., Colomer, C., Roselló, B., y Miranda, A. (2016). Narratives of children with high-functioning autism spectrum disorder: A meta-analysis. Research in Developmental Disabilities, 59, 234-254.
Barnes, J.L., yBaron-Cohen, S. (2012). The big picture: storytelling ability in adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(8), 1557-1565.
Berenguer, C., Miranda, A., Pastor, G., y Roselló, R. (2015). Comorbilidad del trastorno del espectro autista y el déficit de atención con hiperactividad. Estudio de revisión. Revista de Neurología, 60(Supl.1), 37-43.
Bishop, D.V.M. (2003). The Children’s Communication Checklist Second Edition (CCC-2).London: The Psychological Corporation.
Boonen, H., Maljaars, J., Lambrechts, G., Zink, I., van Leeuwen, K., y Noens, I. (2014). Behavior problems among school-aged children with autism spectrum disorder: associations with children’s communication difficulties and parenting behaviors. Research in Autism Spectrum Disorders, 8(6), 716-725.
Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1-21.
Dennis, M., Lazenby, A.L., y Lockyer, L. (2001). Inferential language in high-function children with autism. Journal of Autism and Developmental Disorders, 31(1), 47-54.
Department for Education. (2014). Mental health and behaviour in schools.London: DFE Publications.
Chiang, C., Soong,W., Lin, T., y Rogers, S. (2008). Nonverbal communication skills in young children with autism. Journal of Autism and Developmental Disorders, 38(10), 1898-1906.
Freed, J., Adams, C., y Lockton, E. (2015). Predictors of reading comprehension ability in primary school-aged children who have pragmatic language impairment. Research in Developmental Disabilities, 41-42, 13-21.
Geurts, H.M., y Embrechts, M.T. (2008). Language profiles in ASF, SLI, and ADHD. Journal of Autism and Developmental Disorders, 38(10), 1931-1943.
Green, B., Johnson, K., y Bretherton,L. (2014). Pragmatic language difficulties in children with hyperactivity and attention problems: an integrated review. International Journal of Language and Communication Disorders, 49(1), 15-29.
Griffin, T.M., Hemphill, L., Camp, L., y Wolf, D.P. (2004). Oral discourse in the preschool years and later literacy skills. First Language, 24(2), 123-147.
Hawkins, E., Gathercole, S., y Astle, D. (2016). Language problems and ADHD symptorms: how specificare the links? Brain Sciences, 6(4), 50.
Helland, W., Biringer, E., Helland, T., y Heimann, M. (2012). Exploring language profiles for children with ADHD and children with Asperger Syndrome. Journal of Attention Disorders, 16(1),34-43.
Helland, W.A., Helland, T., y Heimann, M. (2014). Language profiles and mental health problems in children with specific language impairment and children with ADHD. Journal of Attention Disorders, 18(3), 226-235.
Kuijper, S.J.M., Hartman, C.A., Bogaerds-Hazenberg, S.T.M., yHendriks, P. (2017). Narrative production in children with Autism Spectrum Disorder (ASD) and children with Attention-Deficit/Hyperactivity Disorder (ADHD): Similarities and Differences. Journal of Abnormal Psychology,126(1), 63-75.
Leitner Y. (2014). The co-occurrence of autism and attention deficit hyperactivity disorder in children-What do we know?Frontiers in Human Neuroscience, 8,00268. doi: 10.3389/fnhum.2014.00268.
Liles, B. (1985). Cohesion in the narratives of normal and language-disordered children. Journal of Speech and Hearing Research, 28(1), 123-133.
Lord, C., Rutter, M., DiLavore, P.C., y Risi, S. (2000). Autism Diagnostic Observation Schedule (ADOS).Los Angeles: Western Psychological Services.
Mayer, M. (1969). Frog goes to dinner.New York: Dial Books.
McNeill, D. (1992). Hand and mind. What gestures reveal about thought. Chicago: University of Chicago Press.
Miller, J., y Chapman, R. (2000). Systematic analysis of language transcripts. Computer software. Language Analysis Laboratory, Madison: University of Wisconsin.
Miranda, A., Baixauli, I., Colomer, C., y Roselló, B. (2013). Autismo y trastorno por déficit de atención/hiperactividad: convergencias y divergencias en el funcionamiento ejecutivo y la teoría de la mente. Revista de Neurología, 57, S177-S184.
Purvis, K., y Tannock, R. (1997). Language abilities in children with Attention Deficit Hyperactivity Disorder, reading disabilities and normal controls. Journal of Abnormal Child Psychology,25(2), 133-144.
Rico, J., y Tárraga, R. (2016). Comorbilidad de TEA y TDAH: revisión sistemática de los avances en investigación. Anales de Psicología, 32(3), 810-819.
Rodas, N., Eisenhower, A., Blacher, J. (2017). Structural and pragmatic language in children with ASD: Longitudinal impact on anxiety and externalizing behaviors. Journal of Autism and Developmental Disorders.doi: 10.1007/s10803-017-3265-3.
Roselló, B., Berenguer, C., y Baixauili, I. (2017). Influencia del trastorno por déficit de atención con hiperactividad (TDAH) en el funcionamiento ejecutivo de niños con trastorno del espectro autista (TEA).Congreso CIPSE. Oviedo Noviembre.
Sackett, C. (1978). Observing behavior (Vol. 2). Baltimore, MD: University Park Press.
Salley, B., Gabrielli, J., Smith, C., y Braun, M. (2015). Do communication and social interaction skills differ across youth diagnosed with autism spectrum disorder, attention-deficit/hyperactivity disorder, or dual diagnosis? Research in Autism Spectrum Disorders, 1(20), 58-66.
Sikora, D.M., Vora, P., Coury, D.L., y Rosenberg, D. (2012). Attention-deficit/hyperactivity disorder symptoms, adaptive functioning, and quality of life in children with autism spectrum disorder. Pediatrics, 130(2), S91-97.
Silverman, L., Eigsti, I.M., y Bennetto, L. (2017). I taw a puddy tat: gestures in canary row narrations by High-Functioning youth with Autism Spectrum Disorder. Autism Research, 10(8), 1353-1363.
Sparrow, S., Cicchetti, D., y Balla, D. (2005). Vineland Adaptive Behavior Scales, Second edition (VABS-II).Circle Pines, MN: AGS Publishing.
Sterling, L., Dawson, G., Estes, A., y Greenson, J. (2008). Characteristics associated with presence of depressive symptoms in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 38(6), 1011-1018.
Strong, C. (1998). The Strong Narrative Assessment Procedure. Eau Claire: Thinking Publications.
Volden, J., y Phillips, L. (2010). Measuring pragmatic language in speakers with autism spectrum disorders: Comparing the Children’s Communication Checklist-2 and the Test of Pragmatic Language. American Journal of Speech-Language Pathology, 19(3), 204-212.
Von Klitzing, K., Stadelman, S., y Perren, S. (2007). Story stem narratives of clinical and normal kindergarten children: are content and performance associated with children’s social competence? Attachment & Human Development, 9(3), 271-286.
Antshel, K.M., Polacek, C., McMahon, M., Dygert, K., Spenceley, yFaisal, F. (2011). Comorbid ADHD and anxiety affect social skills group intervention treatment efficacy in children with autism spectrum disorders.Journal of Development and Behavioral Pediatrics,32(6),439-446.
Ashwood, K., Tye, C., Azadi, B., Cartwright, S., Asherson, P., y Bolton, P. (2015). Brief Report: Adaptive Functioning in children with ASD, ADHD and ASD+ADHD.Journal of Autism and Developmental Disorders, 45(7), 2235-2242.
Baixauli, I., Roselló, B., y Colomer, C. (2015). Relaciones entre trastornos del lenguaje y competencia socioemocional. Revista de Neurología, 60(Supl.1), 51-56.
Baixauli, I., Colomer, C., Roselló, B., y Miranda, A. (2016). Narratives of children with high-functioning autism spectrum disorder: A meta-analysis. Research in Developmental Disabilities, 59, 234-254.
Barnes, J.L., yBaron-Cohen, S. (2012). The big picture: storytelling ability in adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(8), 1557-1565.
Berenguer, C., Miranda, A., Pastor, G., y Roselló, R. (2015). Comorbilidad del trastorno del espectro autista y el déficit de atención con hiperactividad. Estudio de revisión. Revista de Neurología, 60(Supl.1), 37-43.
Bishop, D.V.M. (2003). The Children’s Communication Checklist Second Edition (CCC-2).London: The Psychological Corporation.
Boonen, H., Maljaars, J., Lambrechts, G., Zink, I., van Leeuwen, K., y Noens, I. (2014). Behavior problems among school-aged children with autism spectrum disorder: associations with children’s communication difficulties and parenting behaviors. Research in Autism Spectrum Disorders, 8(6), 716-725.
Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1-21.
Dennis, M., Lazenby, A.L., y Lockyer, L. (2001). Inferential language in high-function children with autism. Journal of Autism and Developmental Disorders, 31(1), 47-54.
Department for Education. (2014). Mental health and behaviour in schools.London: DFE Publications.
Chiang, C., Soong,W., Lin, T., y Rogers, S. (2008). Nonverbal communication skills in young children with autism. Journal of Autism and Developmental Disorders, 38(10), 1898-1906.
Freed, J., Adams, C., y Lockton, E. (2015). Predictors of reading comprehension ability in primary school-aged children who have pragmatic language impairment. Research in Developmental Disabilities, 41-42, 13-21.
Geurts, H.M., y Embrechts, M.T. (2008). Language profiles in ASF, SLI, and ADHD. Journal of Autism and Developmental Disorders, 38(10), 1931-1943.
Green, B., Johnson, K., y Bretherton,L. (2014). Pragmatic language difficulties in children with hyperactivity and attention problems: an integrated review. International Journal of Language and Communication Disorders, 49(1), 15-29.
Griffin, T.M., Hemphill, L., Camp, L., y Wolf, D.P. (2004). Oral discourse in the preschool years and later literacy skills. First Language, 24(2), 123-147.
Hawkins, E., Gathercole, S., y Astle, D. (2016). Language problems and ADHD symptorms: how specificare the links? Brain Sciences, 6(4), 50.
Helland, W., Biringer, E., Helland, T., y Heimann, M. (2012). Exploring language profiles for children with ADHD and children with Asperger Syndrome. Journal of Attention Disorders, 16(1),34-43.
Helland, W.A., Helland, T., y Heimann, M. (2014). Language profiles and mental health problems in children with specific language impairment and children with ADHD. Journal of Attention Disorders, 18(3), 226-235.
Kuijper, S.J.M., Hartman, C.A., Bogaerds-Hazenberg, S.T.M., yHendriks, P. (2017). Narrative production in children with Autism Spectrum Disorder (ASD) and children with Attention-Deficit/Hyperactivity Disorder (ADHD): Similarities and Differences. Journal of Abnormal Psychology,126(1), 63-75.
Leitner Y. (2014). The co-occurrence of autism and attention deficit hyperactivity disorder in children-What do we know?Frontiers in Human Neuroscience, 8,00268. doi: 10.3389/fnhum.2014.00268.
Liles, B. (1985). Cohesion in the narratives of normal and language-disordered children. Journal of Speech and Hearing Research, 28(1), 123-133.
Lord, C., Rutter, M., DiLavore, P.C., y Risi, S. (2000). Autism Diagnostic Observation Schedule (ADOS).Los Angeles: Western Psychological Services.
Mayer, M. (1969). Frog goes to dinner.New York: Dial Books.
McNeill, D. (1992). Hand and mind. What gestures reveal about thought. Chicago: University of Chicago Press.
Miller, J., y Chapman, R. (2000). Systematic analysis of language transcripts. Computer software. Language Analysis Laboratory, Madison: University of Wisconsin.
Miranda, A., Baixauli, I., Colomer, C., y Roselló, B. (2013). Autismo y trastorno por déficit de atención/hiperactividad: convergencias y divergencias en el funcionamiento ejecutivo y la teoría de la mente. Revista de Neurología, 57, S177-S184.
Purvis, K., y Tannock, R. (1997). Language abilities in children with Attention Deficit Hyperactivity Disorder, reading disabilities and normal controls. Journal of Abnormal Child Psychology,25(2), 133-144.
Rico, J., y Tárraga, R. (2016). Comorbilidad de TEA y TDAH: revisión sistemática de los avances en investigación. Anales de Psicología, 32(3), 810-819.
Rodas, N., Eisenhower, A., Blacher, J. (2017). Structural and pragmatic language in children with ASD: Longitudinal impact on anxiety and externalizing behaviors. Journal of Autism and Developmental Disorders.doi: 10.1007/s10803-017-3265-3.
Roselló, B., Berenguer, C., y Baixauili, I. (2017). Influencia del trastorno por déficit de atención con hiperactividad (TDAH) en el funcionamiento ejecutivo de niños con trastorno del espectro autista (TEA).Congreso CIPSE. Oviedo Noviembre.
Sackett, C. (1978). Observing behavior (Vol. 2). Baltimore, MD: University Park Press.
Salley, B., Gabrielli, J., Smith, C., y Braun, M. (2015). Do communication and social interaction skills differ across youth diagnosed with autism spectrum disorder, attention-deficit/hyperactivity disorder, or dual diagnosis? Research in Autism Spectrum Disorders, 1(20), 58-66.
Sikora, D.M., Vora, P., Coury, D.L., y Rosenberg, D. (2012). Attention-deficit/hyperactivity disorder symptoms, adaptive functioning, and quality of life in children with autism spectrum disorder. Pediatrics, 130(2), S91-97.
Silverman, L., Eigsti, I.M., y Bennetto, L. (2017). I taw a puddy tat: gestures in canary row narrations by High-Functioning youth with Autism Spectrum Disorder. Autism Research, 10(8), 1353-1363.
Sparrow, S., Cicchetti, D., y Balla, D. (2005). Vineland Adaptive Behavior Scales, Second edition (VABS-II).Circle Pines, MN: AGS Publishing.
Sterling, L., Dawson, G., Estes, A., y Greenson, J. (2008). Characteristics associated with presence of depressive symptoms in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 38(6), 1011-1018.
Strong, C. (1998). The Strong Narrative Assessment Procedure. Eau Claire: Thinking Publications.
Volden, J., y Phillips, L. (2010). Measuring pragmatic language in speakers with autism spectrum disorders: Comparing the Children’s Communication Checklist-2 and the Test of Pragmatic Language. American Journal of Speech-Language Pathology, 19(3), 204-212.
Von Klitzing, K., Stadelman, S., y Perren, S. (2007). Story stem narratives of clinical and normal kindergarten children: are content and performance associated with children’s social competence? Attachment & Human Development, 9(3), 271-286.