Functional Emotional Assessment Scale Research Articles

THE EFFECT OF PARENT-MEDIATED INTERVENTION ON SOCIAL-EMOTIONAL SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDER

Parent-Mediated Intervention (PMI) is a promising approach to improving children’s social-emotional skills with Autism Spectrum Disorder (ASD). However, its implementation in Malaysia is still in its infancy. This study aimed to investigate the effectiveness of PMI in improving social-emotional skills in children with ASD using a quasiexperimental pre-post design. A total of 30 participants aged between 2.5 and 7 years diagnosed with ASD were recruited from Putrajaya and Sarawak Heart Centre. PMI was delivered bimonthly for the first three months and once monthly for the next three months along with a small parent support group based on Greenspan and Wieder’s Developmental, Individual differences, and Relationship-based (DIR) theoretical framework. The Functional Emotional Assessment Scale (FEAS) was the primary outcome measure. Results showed a statistically significant mean difference with a large effect size in functional emotion (F (1.613, 46.767) = 80.483, p < 0.001), indicating that PMI improved the social-emotional skills of children with ASD. These findings highlight the potential benefits of parent partnership within occupational therapy and suggest a trend towards top-down approaches in promoting positive outcomes in children with ASD in Malaysia. This is a pilot study before a larger scale and controlled trial is undertaken in Malaysia. Overall, the results emphasise the importance of implementing evidence-based interventions, such as PMI, to improve the social-emotional skills of children with ASD.

Dynamics of early rehabilitation care for children with autism spectrum disorder using the DIR/Floortime approach at St. Luke’s Center for Health and Development

This article analyzes the dynamics of early comprehensive psychological and pedagogical care for children aged 3 years with autism spectrum disorders (ASD) using the DIR/Floortime approach. The experimental group included 18 ASD patients aged 3 years who attended a special program in Svt. Luka’s Center for Health and Development (Moscow) on a regular basis (2–3 times a week). The comprehensive program included weekly individual classes of 4 types: Floortime therapy, kinesotherapy with elements of sensory integration, game speech therapist-defectologist, and sensory-gaming group. The control group included 19 ASD patients aged 3 years who did not attend special classes. We used the Vineland Adaptive Behavior Scale (VABS) and Functional Emotional Assessment Scale (FEAS) for examination. Children were examined at baseline and after 3 months. We found that children from the experimental group had a significant positive dynamics in their communication skills, daily living skills, motor development, desire for emotional contact, communicative initiative, and two-way interaction. Children from the control group did not demonstrate any significant dynamics of these parameters.

Study of 18 months of follow up dir floortime intervention in preschool children with autism spectrum disorder (ASD)

IntroductionChildren in Autism Spectrum Disorder (ASD) have a qualitative deficit in social interaction. The DIR/Floortime (Stanley Greenspan and Serena Wieder) is based on the Child’s Functional Development, Individual Differences and Relationships (D for development, I for individuality or individual differences and R for relationship), aiming at building the foundations for social, emotional and intellectual skills of children.ObjectivesTo determine the results of 18 months DIR/Floortime™ parent training for an additional benefit in encouraging children with ASD climbing the developmental “ladder”.MethodsThe participants are 15 children with ASD aged between 2 and 6 years-old. The follow-up occurs in two private DIR Floortime Model service centers in Brazil. Protocols: Functional Emotional Assessment Scale – FEAS and Functional Emotional Developmental Questionnaire – FEDQ. The participants were followed-up one on one every four months.ResultsAt the first month of assessment the children showed lack of self regulation, social interaction and engagement with their parents in a symbolic, sensory and motor play setting. At the following evaluations, they showed increase of social interaction and engagement in the same play setting. Besides the high affect of the parents during the play time promoted a two way purpose communication and behavioral organization.ConclusionsChildren showed a good development of functional and emotional capacities during the study period, demonstrating the effectiveness of the DIR/Floortime model in the intervention.

Tipo de parto y sensibilidad materna: Efectos en el desarrollo socioemocional de niños y niñas al año de edad

La infancia temprana es un periodo de gran relevancia en el desarrollo socioemocional infantil; de hecho, es donde se sientan las bases del desarrollo futuro. En este sentido, las adquisiciones durante el primer año de vida son predictores importantes de las habilidades sociales y emocionales futuras, de modo que la sensibilidad materna, según evidencia respecto a sus efectos en el desarrollo socioemocional del niño, ha demostrado ser un aspecto fundamental durante este periodo. Teniendo esto en cuenta, y considerando la relevancia de dicha competencia, así como el alza mundial y nacional en las tasas de cesárea y los posibles riesgos asociados al tipo de parto vivenciado, el presente estudio tuvo como objetivo analizar la influencia dela sensibilidad materna y del tipo de parto en el desarrollo socioemocional infantil al año de edad. Para ello, se estudió una muestra no probabilística intencionada de 91 madres con sus respectivos hijos o hijas de distinto nivel socioeconómico que asistían a salas cuna públicas o privadas en la ciudad de Santiago, Chile, por medio de dos instrumentos: la escala de sensibilidad del adulto (ESA) y la functional emotional assessment scale (FEAS). En general, los resultados no mostraron diferencias en el desarrollo socioemocional de los niños según el tipo de parto, aunque sí se pudo apreciar una relación entre una mayor sensibilidad materna y un mayor desarrollo socioemocional de los niños al año de edad. Al final se discuten las implicaciones de promover la sensibilidad materna con el fin de apoyar un óptimo desarrollo socioemocional en los infantes.

Predictors and moderators of improved social-emotional functioning in mothers with substance use disorders and their young children enrolled in a relationship-based case management program.

Mothers with substance use disorders (SUDs) typically have trauma histories and psychosocial difficulties that lead to poor social-emotional functioning and disrupted mother-child relationships. This 12-month study explored associations of family adverse circumstances and services (case management, therapeutic, and community-based) received by 57-mothers with SUDs and their infants (less than 24-months-old) with changes in social-emotional functioning. All mothers were enrolled in a relationship-based case management program (Parent-Child Assistance Program [PCAP]) that emphasized connecting mothers to appropriate community services. A subset of mothers was additionally provided a trauma-focused psychotherapeutic intervention (infant-parent psychotherapy [IPP]). Dyads in both treatment groups improved in overall social-emotional functioning as assessed by the Functional Emotional Assessment Scale (FEAS). A combined-sample regression analysis revealed that improved FEAS scores were significantly predicted by the number of community services received but not by PCAP case management hours (IPP was not included in this analysis). More adverse circumstances were associated with less improvement in social-emotional functioning in the children; but among the mothers trauma level did not predict FEAS scores. We also found a moderating effect of trauma: Dyads with relatively more adversity showed a significantly greater association of community services received with improvement in FEAS scores than did those with relatively less adversity.

Mothers’ competence profiles and their relation to language and socioemotional development in Chilean children at 12 and 30 months

The study of early parental competences is relevant because such competences are related to children’s development; however, most studies have considered competences using a variable-centered approach in which each parental competence is examined in isolation. This paper approaches these competences using a person-centered approach, generating profiles that combine different competences in Chilean mothers assessed when their children were aged 12 months and again at 30 months. The aim of this study was to generate and compare these profiles and to analyze the associations of these profiles with children’s language and socioemotional skills. Mother-child interactions in the contexts of storytelling and free play were videotaped at two different times. Ninety mother-child dyads were assessed using the Adult Sensitivity Scale (E.S.A.), the Evaluation of the Mentalization of Significant Caregivers, the Checklist of Observations Linked to Outcomes (PICCOLO), Bayley’s language scale and the Functional Emotional Assessment Scale (FEAS). Profiles of mothers’ behaviors were identified through person-centered within-group analyses of six aspects: sensitivity, mentalization, affection, responsiveness, encouragement, and teaching. Cluster analyses yielded three similar profiles for mothers at both ages: highly competent, average competent, and poorly competent. The mothers’ profiles were related to maternal age, socioeconomic status (SES) and educational level, and the mothers improved their profiles at the 30-month assessment. The mothers’ profiles were related to children’s language and socioemotional outcomes at both ages. These results and their applicability to promotion and intervention programs are discussed.

Efficacy of parent-training programs for preschool children with autism spectrum disorder: A randomized controlled trial

Previous research has shown that parent-training programs derived from the developmental individual-difference relationship-based model (DIR) can improve the communicative development of children with autism spectrum disorder (ASD). However, the empirical evidence is weak. This study aimed to investigate the efficacy of two home-based parent-training programs on children’s developmental abilities, adaptive functioning, and parents’ parenting skills. A rigorous randomized controlled trial (RCT) design with a dose-matched control group was used. Twenty-four preschool children with ASD and their parents were randomly assigned to the intervention group or the control group at the pre-test phase and received a 14-week intervention program. The children’s development levels were assessed using the Functional Emotional Assessment Scale (FEAS) and the Chinese version of Psychoeducational Profile-Third edition (CPEP-3). Adaptive functioning were assessed using the CPEP-3 and the Vineland Adaptive Behavior Scales. Parenting skills were assessed using the FEAS. Children and caregivers in the intervention group showed significantly greater improvements in emotional development and parenting skills than those in the control group after the 14-week period. However, no treatment efficacy emerged for other developmental areas and adaptive functioning on two standardized measures. The results suggest that the home-based parent-training program based on the DIR model may benefit children with ASD for the emotional development and the parents for parenting skills.

Play and Movement in 6-Month-Old Infants Later Diagnosed with Autism: A Pilot Study

ABSTRACTIt is important to identify Autism Spectrum Disorder (ASD) early to alleviate its developmental impact. This pilot correlational study aimed to identify subtle differences in play and movement in 6-month-old infants that are associated with a later ASD diagnosis through retrospective home video analysis of six children with ASD and nine typically developing (TD) children, who are presently age 3 and older. Videos were coded by researchers blind to the outcome (ASD or TD) using the Revised Knox Preschool Play Scale, Functional Emotional Assessment Scale, TIME atypical positions subtest, and clinical observations. Significant associations between play and movement variables and outcome were found using Chi-square analysis with a Fisher’s exact test. Further research is warranted to examine associations between play and movement variables in infancy and later ASD diagnosis.

Penerapan prinsip DIR/Floortime Meningkatkan Kemampuan Memusatkan Atensi pada Anak dengan ADHD

Developmental, Individual Differences, Relationship-Based approach (DIR/Floortime) is one of the available interventions focused on increasing the quality of caregiver-child interaction. This study is aimed at investigating the effectiveness of DIR/Floortime to increase the ability to sustain attention on a 4 year-old child with Early Onset Attention-Deficit/Hyperactivity Disorder (ADHD). This is a qualitative research involving two participants, a boy diagnosed with ADHD, and the mother of the boy. This research utilized observation and interview in gathering the data, accompanying the use of observation log for duration of attention and frequency of distractedness specifically designed for this research, Functional Emotional Assessment Scale (FEAS), questionnaire and interview guideline: Observing Child’s Biological Challenge (OCBC), and Sensory Processing – Motor Planning Questionnaire (SPMPQ). The result of this study indicated that the application of DIR/Floortime principles is effective in increasing the ability to sustain attention on a 4 year-old child with Early Onset ADHD, along with the increase of the functional emotional development of both mother and child as shown with the increase of attention span, the decrease of frequency of distractibility, and score increase in the Functional Emotional Assessment Scale (FEAS).

A pilot randomized controlled trial of DIR/Floortime™ parent training intervention for pre-school children with autistic spectrum disorders

This pilot study was designed to test the efficacy of adding home-based Developmental, Individual-Difference, Relationship-Based (DIR)/Floortime™ intervention to the routine care of preschool children with autistic spectrum disorder. Measures of functional emotional development and symptom severity were taken. It was found that after the parents added home-based DIR/Floortime™ intervention at an average of 15.2 hours/week for three months, the intervention group made significantly greater gains in all three measures employed in the study: Functional Emotional Assessment Scale (FEAS) (F = 5.1, p = .031), Childhood Autism Rating Scale (F = 2.1, p = .002), and the Functional Emotional Questionnaires (F = 6.8, p = .006). This study confirms the positive results obtained by a previous DIR pilot study (Solomon et al., 2007).

Attachment and Autism: Parental Attachment Representations and Relational Behaviors in the Parent-Child Dyad

While attachment research has demonstrated that parents' internal working models of attachment relationships tend to be transmitted to their children, affecting children's developmental trajectories, this study specifically examines associations between adult attachment status and observable parent, child, and dyadic behaviors among children with autism and associated neurodevelopmental disorders of relating and communicating. The Adult Attachment Interview (AAI) was employed to derive parental working models of attachment relationships. The Functional Emotional Assessment Scale (FEAS) was used to determine the quality of relational and functional behaviors in parents and their children. The sample included parents and their 4- to 16-year-old children with autism and associated neurodevelopmental disorders. Hypothesized relationships between AAI classifications and FEAS scores were supported. Significant correlations were found between AAI classification and FEAS scores, indicating that children with autism spectrum disorders whose parents demonstrated secure attachment representations were better able to initiate and respond in two-way pre-symbolic gestural communication; organize two-way social problem-solving communication; and engage in imaginative thinking, symbolic play, and verbal communication. These findings lend support to the relevance of the parent's state of mind pertaining to attachment status to child and parent relational behavior in cases wherein the child has been diagnosed with autism or an associated neurodevelopmental disorder of relating and communicating. A model emerges from these findings of conceptualizing relationships between parental internal models of attachment relationships and parent-child relational and functional levels that may aid in differentiating interventions.

Psychopathology among preterm infants using the Diagnostic Classification Zero to Three

To compare the prevalence of psychopathology in infants born preterm with matched full-term infants at the corrected age of 1 year. Between June 2003 and April 2005, a case-control longitudinal cohort study was conducted at the neonatal unit of the University Hospital of Antwerp, Belgium. We prospectively enrolled 123 live-born infants between 25 and 35 weeks of gestation and/or infants with a birth-weight of <1500 g. Thirty full-term infants were recruited among day care centres in the region. Diagnoses were based on the Diagnostic Classification Zero to Three (DC: 0-3), using the MacArthur Communicative Developmental Inventory Dutch version, Infant-Toddler Sensory Profile, Bayley Scales of Infant Development II, Parent Infant Relationship Global Assessment Scale and Functional Emotional Assessment Scale. At the (corrected) age of 12 months, 89 infants were eligible for follow-up and complete data were available for 69 (77%) infants. Fifty-four percentage of the preterm infants fulfilled one or more DC 0-3 diagnoses. Premature infants had significantly more diagnoses than full-term infants on axis I, axis III and axis V of the DC: 0-3. In this study, the prevalence of psychopathology was significantly higher among preterm infants in comparison with full-term infants. This study did not confirm previous findings of higher rates of relationship disorders among preterm infants.

Pilot study of a parent training program for young children with autism

The PLAY Project Home Consultation (PPHC) program trains parents of children with autistic spectrum disorders using the DIR/Floortime model of Stanley Greenspan MD. Sixty-eight children completed the 8-12 month program. Parents were encouraged to deliver 15 hours per week of 1:1 interaction. Pre/post ratings of videotapes by blind raters using the Functional Emotional Assessment Scale (FEAS) showed significant increases (p <or= 0.0001) in child subscale scores. Translated clinically, 45.5 percent of children made good to very good functional developmental progress. There were no significant differences between parents in the FEAS subscale scores at either pre-or post-intervention and all parents scored at levels suggesting they would be effective in working with their children. Overall satisfaction with PPHC was 90 percent. Average cost of intervention was $2500/ year. Despite important limitations, this pilot study of The PLAY Project Home Consulting model suggests that the model has potential to be a cost-effective intervention for young children with autism.