ABSTRACT
Objective To assess hearing and efferent system functions of autistic children.Methods Tests were performed on 30 Autistic children and 15 normal children to evaluate hearing objectively by using otoacoustic emission (OAE) and auditory brainstem response (ABR).The efferent system functions were analyzed through contralateral suppression in OAE.Results The mean ABR Ⅰ-Ⅴ interpeak latencies (IPLs) in children with Autism were significantly reduced than that in the control group.The amplitudes of OAE at 1 kHz and 2 kHz in autistic children were significantly different in two groups.There were no significant differences in contralateral suppressions between the Autistic children and the control.Conclusion Hearing impairment may be more common in children with Autism than in normal children,while for a few Autistic children,their efferent system functions are affected.
ABSTRACT
O objetivo deste estudo de casos foi analisara responsabilidade social e pessoal de crianças com atrasos motores integrantes de um Programa de Intervenção Motora Inclusive (14 semanas, 28 sessões, uma hora/sessão). Participaram três crianças com necessidades especiais decorrentes de síndrome de Down, autismo e paralisia cerebral, e uma criança sem necessidades educacionais especiais; todas elas apresentaram atrasos motores, avaliados pela aplicação do Test of Gross Motor Development - Second Edition (TGMD-2). Para a coleta de dados, todas as sessões foram filmadas. Foram analisadas nove sessões a partir de Registro Cursivo utilizando o Instrumento de Avaliação da Responsabilidade Social e Pessoal desenvolvido com base no Modelo de Níveis de Responsabilidade Social e Pessoal. O instrumento e composto por cinco níveis de desenvolvimento (Não assumir responsabilidade, Respeito, Participação, Autodireção, Empatia e Cuidado) e pela discrição das categorias de comportamentos de cada nível. As quatro crianças apresentaram mudanças positivas na frequencia dos comportamentos mais esperados e aceitos socialmente, como respeitar direito dos outros, participar, assumir responsabilidades e trabalhar com autonomia. Por meio das experiências motoras e sociais proporcionadas no ambiente inclusivo, as crianças com e sem necessidades educacionais especiais passaram a exibir com mais frequencia habilidades sociais necessárias para o convívio social. A implementação de um clima motivacional apropriado ao desenvolvimento permitiu que as crianças participassem da atividade conforme o nível de habilidade percebida.
The purpose of this study was to analyze the personal and social responsibility of children with delayed motor development who participated in an Inclusive Motor Intervention Program (14 weeks, 28 sessions, one hour/session). Three children with disabilities (Down syndrome, autism, ce¬rebral palsy) and one child without disability participated in this study. All the children presented a poor motor performance when compared to their peers, according to the results of Test of Gross Motor Development - Second Edition (TGMD-2). All the sessions were recorded. Nine sessions were analyzed using the Written Report and the Instrument of Evaluation of Personal and Social Responsibility based on the Model of Level of Personal and Social Responsibility. The instrument is composed by five levels (Irresponsibility, Respect, Participation, Self-direction, and Caring) and description of behaviors rergarding each level. Results suggested that all children demonstrated positive changes in the frequency of the more socially accepted behaviors, as respecting the others' rights, participating, assuming responsibilities, working autonomously. Motor and social experiences developed in the inclusive intervention program provided opportunities to children with and without disabilities for demonstrating more frequently social skills that are necessary for a social cohabit. The implementation of motivating climate allowed child¬ren to participate in the activities according to their perceived skills level.