Abstract
This paper aims to present the first descriptions of experiences of parents and caretakers of children with Autism Spectrum Disorders (ASD) enrolled as mediators in a structured program of speech-language intervention with remote follow-up. Research with focus on speech-language intervention for children with ASD was carried out with remote follow-up. Forty parents were instructed to perform daily activities focused on communication and interaction with their children, at home, for a period of six weeks. Parents and caretakers were questioned about the experience and by means of a structured questionnaire. Only 40% of the parents/caretakers conducted the activities proposed every day. Difficulties were reported by 60% of the parents/caretakers. Behavioral problems were also reported as reasons for the difficulties to conduct the activities proposed. the importance of parents who provide detailed information about the child's development, discuss doubts and exchange experiences for the development of intervention programs that include families.
Highlights
Recent epidemiological reports point out that the prevalence of Autism Spectrum Disorders (ASD) is of 1 out of 88 children living in the USA[1]
The diagnostic criteria for ASD proposed by the new version, DSM-5(3), include pervasive deficits in social communication and interaction in multiple contexts – including social-emotional reciprocity, disorders in non-verbal communication, difficulties in social relationships, repetitive and restricted patterns of behavior, interests, and activities – stereotyped movements, insistence in sameness, adherence to rigid routines, ritualized verbal and non‐verbal patterns, restricted interests that are abnormal in focus or intensity, hyper- or hypo-reactivity to sensorial stimulus and/or uncommon interest in aspects of the environment
The classification proposed by the DSM-5 doesn’t affect the practice of speech-language pathology yet, as most diagnoses were performed before its publication
Summary
METHODSRecent epidemiological reports point out that the prevalence of Autism Spectrum Disorders (ASD) is of 1 out of 88 children living in the USA[1]. Study carried out at Departamento de Fisioterapia, Fonoaudiologia e Terapia Ocupacional, Faculdade de Medicina, Universidade de São Paulo – USP - São Paulo (SP), Brazil. Most of the studies about language in children with autism focus on the child’s communication[7,8], while some focus on the mother/caretaker(CT)-child dyad, aiming to understand whether and how the role of the adult influences communication of children with ASD[9,10].
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