Playful Interactions between Twins with Autism and Teachers and Peers: a Case Study

PDF (English)
Δημοσιευμένα: Apr 4, 2018
DOI: https://doi.org/10.12681/ppej.11445
Μaria Antonios Kypriotaki
Πανεπιστήμιο Κρήτης
https://orcid.org/0000-0002-6201-3320
Maria Eleftherios Markodimitraki
University of Crete
https://orcid.org/0000-0002-9769-5923
Περίληψη

Σκοπός της παρούσας αναλυτικά δομημένης εμπειρικής μελέτης ήταν η διερεύνηση των αλληλεπιδράσεων των διδύμων στα πλαίσια του παιχνιδιού τους με δασκάλους και συνομηλίκους σε ένα τμήμα Ειδικού Νηπιαγωγείου. Οι συμμετέχοντες ήταν ένα ζεύγος δίδυμων αγοριών με Διαταραχή Αυτιστικού Φάσματος (ΔΑΦ), ηλικίας 5.5 ετών, δύο νηπιαγωγοί και επτά συνομήλικοι μη-τυπικά αναπτυσσόμενοι. Παρατηρήσαμε για τέσσερις συνεχόμενες εβδομάδες, από μία ημέρα την εβδομάδα, διαφορετική κάθε φορά, τη συχνότητα και τη διάρκεια των παιγνιωδών αλληλεπιδράσεών τους, καθώς και τις πρωτοβουλίες που έπαιρναν οι συμμετέχοντες. Τα αποτελέσματα που προέκυψαν από τις βιντεοσκοπήσεις και τα αρχεία του σχολείου, δείχνουν ότι τα δίδυμα αδέλφια με αυτισμό παίρνουν πρωτοβουλίες προκειμένου να αλληλεπιδράσουν στο δυαδικό τους παιχνίδι με τους μη-τυπικά αναπτυσσόμενους συνομηλίκους, παρόλο που δεν πρόκειται για αλληλεπιδράσεις μεγαλύτερης διάρκειας. Ωστόσο, δεν παίρνουν καμία πρωτοβουλία στις δυαδικές αλληλεπιδράσεις με τους δασκάλους τους. Επίσης, υπάρχουν ενδείξεις ότι τα δίδυμα αδέλφια εμπλέκονται περισσότερο σε αλληλεπιδραστικό παρά σε μοναχικό παιχνίδι. Τα αποτελέσματα  αποτελούν σημείο αφετηρίας για μια νέα προσέγγιση της κατάστασης της διδυμίας και της εξαιρετικά μεγάλης ετερογένειας στην αιτιολογία της ΔΑΦ στη βάση της θεωρίας της έμφυτης διυποκειμενικότητας.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Creative Commons License

Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού – Μη Εμπορική Χρήση – Παρόμοια Διανομή 4.0.

Οι συγγραφείς των άρθρων που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατίθενται με άδεια Creative Commons 3.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο). To Εργαστήριο Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και το Εθνικό Κέντρο Τεκμηρίωσης διατηρούν το δικαίωμα να δημοσιεύουν, να αναπαραγάγουν, να παρουσιάζουν στο κοινό, να διανέμουν και χρησιμοποιούν άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ σε οποιοδήποτε μέσο και μορφή είτε μεμονωμένα είτε ως μέρη συλλογικών  έργων, για όλο το χρόνο διάρκειας προστασίας της πνευματικής ιδιοκτησίας και για όλες τις χώρες του κόσμου. Αυτό περιλαμβάνει ενδεικτικά και όχι αποκλειστικά, το δικαίωμα δημοσίευσης των άρθρων σε τεύχη του περιοδικού ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ, αναπαραγωγής και διανομής μεμονωμένων αντιγράφων των άρθρων, αναπαραγωγής ολόκληρων των άρθρων σε άλλη έκδοση του Εργαστηρίου Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και του Εθνικού Κέντρου Τεκμηρίωσης και αναπαραγωγής και διανομής των άρθρων ή περίληψης αυτών με χρήση πληροφορικού συστήματος αποθετηρίου.

Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Βιογραφικά Συγγραφέων
Μaria Antonios Kypriotaki, Πανεπιστήμιο Κρήτης

Μόνιμη Επίκουρη Καθηγήτρια Ψυχολογίας 

Π.Τ.Π.Ε. Παν/μίου Κρήτης

Maria Eleftherios Markodimitraki, University of Crete
Department of Preschool Education
Αναφορές
Aitken, K.J. (2008). Intersubjectivity, affective neuroscience and the neurobiology of Autistic Spectrum Disorders: a systematic review. The Keio Journal of Medicine, 57, 15-36.
American Psychiatric Association (2012). DSM-5 Development, Autism Spectrum Disorder. Retrieved December 19, 2013) from www.dsm5.org
Anagnostou, E., Zwaigenbaum, L., Szatmari, P., Fombonne, E., Fernandez, B.A., Woodbury-Smith, M., Brian, J., Bryson, S., Smith, I. M., Drmic, I., Buchanan, J. A., Roberts, W., & Scherer, S.W. (2014). Autism spectrum disorder: advances in evidence-based practice. Canadian Medical Association Journal, 186, 509–519. doi:10.1503/cmaj.121756
Bailey, A., Le Couteur, A., Gottesman, I., Bolton, P., Simonoff, E., Yuzda, E., & Rutter, M. (1995). Autism as a strongly genetic disorder: evidence from a British twin study. Psychological Medicine, 25(01), 63-77.
Baird, G., Simonoff, E., Pickles, A., Chandler, S., Loucas, T., Meldrum, D., & Charman, T. (2006). Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: the special needs and autism Project (SNAP). Lancet, 368, 210-215.
Bass, J.D., & Mulick, J.A. (2007). Social play skill enhancement of children with autism using peers and siblings as therapists. Psychology in the Schools, 44(7), 727-735.
Betancur, C., Leboyer, M., & Gillberg, C. (2002). Increased rate of twins among affected sibling pairs with autism. The American Journal of Human Genetics, 70 (5), 1381-1383.
Cardon, T.A. (2007). Initiations and interactions: early intervention techniques for parents of children with autism spectrum disorders. Kansas: Autism Asperger Publishing.
Chakrabarti, S., & Fombonne, E. (2005). Pervasive Developmental Disorders in preschool children: confirmation of high prevalence. American Journal of Psychiatry, 162, 1133-1141.
Constantino, J. N., Hudziak, J. J., & Todd, R. D. (2003). Deficits in reciprocal social behavior in male twins: evidence for a genetically independent domain of psychopathology. Journal of the American Academy of Child & Adolescent Psychiatry, 42(4), 458-467.
Downs, A., & Smith, T. (2004). Emotional understanding, cooperation, and social behavior in high-functioning children with autism. Journal of Autism and Developmental Disorders, 34(6), 625-635.
Dworzynski, K., Ronald, A., Hayiou-Thomas, M. E., McEwan, F., Happe, F., Bolton, P., & Plomin, R. (2008). Developmental path between language and autistic-like impairments: a twin study. Infant and Child Development, 17, 121-136.
Dworzynski, Κ., Happe, F., Βοlton, P., & Ronald, A. (2009). Relationship between symptom domains in autism spectrum disorders: a population based twin study. Journal of Autism and Developmental Disorders, 39, 1197-1210.
Ellis Weismer, S., & Kover, S. T. (2015). Preschool language variation, growth, and predictors in children on the autism spectrum. Journal of Child Psychology and Psychiatry, 56(12), 1327-1337.
Folstein, S., & Rutter, M. (1977). Infantile autism: a genetic study of 21 twin pairs. Journal of Child Psychology and Psychiatry, 18(4), 297-321.
Fombonne, E. (2005). The changing epidemiology of autism. Journal of Applied Research in Intellectual Disabilities, 18, 281-294.
Freud, E. L., Grubrich-Simitis, I., & Eissler, K. R. (1978). Sigmund Freud: his life in pictures and words. University of Queensland Press.
Geschwind, D.H. (2009). Advances in autism. Annual Review Medicine, 60, 367–380.
Goldsmith, H. (1991). A zygosity questionnaire for young twins: a research note. Behavior Genetics, 21(3), 257-269.
Goldsmith, H. H., Lemery-Chalfant, K., Schmidt, N. L., Arneson, C. L., & Schmidt, C. K. (2007). Longitudinal analyses of affect, temperament, and childhood psychopathology. Twin Research and Human Genetics, 10(1), 118-126.
Greenberg, D. A., Hodge, S. E., Sowinski, J., Nicoll, D. (2001). Excess of twins among affected sibling pairs with autism: implications for the etiology of autism. American Journal of Human Genetics, 69, 1062-1067.
Grey, I. M., Bruton, C., Honan, R., McGuinness, R. & Daly, M. (2007). Co-operative learning for children with an autistic spectrum disorder (ASD) in mainstream and special class settings: an exploratory study. Educational Psychology in Practice, 23(4), 317-327.
Hallmayer, J., Cleveland, S., Torres, A., Phillips, J., Cohen, B., Torigoe, T., Miller, J., Fedele, A., Collins, J., Smith, K., Lotspeich, L., Croen, L. A., Ozonoff, S., Lajonchere, C., Grether, J. K., & Risch, N. (2011). Genetic heritability and shared environmental factors among twin pairs with autism. Archives of General Psychiatry, 68(11), 1095-1102.
Hauck, M., Fein, D., Waterhouse, L., & Feinstein, C. (1995). Social initiations by autistic children to adults and other children. Journal of Autism and Developmental Disorders, 25(6), 579-595.
Hayes, D. (2006). Case study. University of Plymouth, Faculty of Education. Retrieved (December 12, 2013) from http.www.edu.plymouth.ac.uk
Ηο, A., Τodd, R. D., & Constantino, J. N. (2005). Brief report: autistic traits in twins vs. non-twins - A preliminary study. Journal of Autism and Developmental Disorders, 35(1), 129-133.
Ηobson, P. (2007). Communicative depth: Soundings from developmental psychopathology. Infant Behavior & Development, 30, 267-277.
Hobson, R. P. (2010). Explaining autism. Ten reasons to focus on the developing self. Autism, 14, 5, 391-407.
Hoekstra, R. A., Bartels, M., Hudziak, J. J., Van Beijsterveldt, T. C., & Boomsma, D. I. (2007). Genetic and environmental covariation between autistic traits and behavioral problems. Twin Research and Human Genetics, 10(6), 853-860.
Huguet, G. & Bourgeron, T. (2016). Genetic causes of Autism Spectrum Disorders. In C.,Sala, & C. Verpelli, (Eds.) Neuronal and Synaptic Dysfunction in Autism Spectrum Disorder and Intellectual Disability, 2016 (pp. 13-24). Academic Press.
Ishijima, M., & Kurita, H. (2007). Brief report: Identical male twins concordant for Asperger`s disorder. Journal of Autism and Developmental Disorders, 37, 386-389.
Kasari, C., Dean, M., Kretzmann, M., Shih, W., Orlich, F., Whitney, R., Landa, R., Lord, C., & King, B. (2016). Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition. Journal of Child Psychology and Psychiatry, 57(2), 171-179.
Kean, J. M. (1975). The development of social skills in autistic twins. New Zealand- Medical Journal, 81, 204-207.
Koegel, L., & Koegel, L.K. (1995). Teaching children with autism: strategies for initiating positive interactions and improving learning opportunities. Baltimore: Paul H. Brooks.
Kotsopoulos, S. (1976). Infantile autism in DZ twins: a case report. Journal of Autism Childhood Schizophrenia, 6, 133-138.
Kugiumutzakis, G. (2016). Sta ypogeia tou somatos, tou nou kai tis kinonias (In the basements of body, mind and society). In G. Kugiumutzakis (ed.). To Syn- tis Synkinesis. Pros timin tou Colwyn Trevarthen (The Syn of Synkinesis. In honour of Colwyn Trevarthen (pp. 465-512). Herakleion: Crete University Press.
Leighton, J., Bird, G., Charman, T., & Heyes, C. (2008). Weak imitative performance is not due to a functional ‘mirroring’ deficit in adults with Autism Spectrum Disorders. Neuropsychologia, 46(4), 1041-1049.
Lieber, J., & Beckman, P. J. (1991). The role of toys in individual and dyadic play among young children with handicaps. Journal of Applied Developmental Psychology, 12(2), 189-203.
Lohr, W.D., & Tanguay, P. (2013). DSM-5 and proposed changes to the diagnosis of autism. Pediatric Annals, 42(4), 161-166, DOI: 10.3928/00904481-20130326-12
Lord, C., & Hopkins, J.M. (1986). The social behavior of autistic children with younger and same-age nonhandicapped peers. Journal of Autism and Developmental Disorders, 16(3), 249-262.
Lord, C., & MacGill-Evans, J. (1995). Peer interactions of autistic children and adolescents. Development and Psychopathology, 7(4), 611-626.
Loveland, K. A., Landry, S. H., Hughes, S. O., Hall, S. K., & McEvoy, R. E. (1988). Speech acts and the pragmatic deficits of autism. Journal of Speech and Hearing Research, 31, 593-604.
McGee, G.G., Feldman, R.S., & Morrier, M.J. (1997). Benchmarks of social treatment for children with autism. Journal of Autism and Developmental Disorders, 27(4), 353-364.
McHale, S.M., Simeonsson, R.J., Marcus, L.M., & Olley, J.G. (1980). The social and symbolic quality of autistic children’s communication. Journal of Autism and Developmental Disorders, 10(3), 299-310.
McQuaid, P. E., (1975). Infantile autism in twins. British Journal of Psychiary. 127, 530-534.
Meirsschaut, M., Royers, H., & Warreyn, P. (2011). The social interactive behavior of young children with autism spectrum disorder and their mothers. Autism, 15(1), 43-64.
Muhle, R. A., Sanders, S. J., Reed, H. E., & State, M. W. (2016). Autism Spectrum Disorder: genes to pathways to circuits. In T., Lehner, & B. L. Miller, (Eds.) Genomics, Circuits, and Pathways in Clinical Neuropsychiatry (pp.443-465). Academic Press.
Oberman, L.M., Hubbard, E.M., McCleery, J.P., Altschuler,E.L., Ramachandran, V.S., & Pineda, J.A. (2005). EEG evidence for mirror neuron dysfunction in autism spectrum disorders. Cognitive Brain research, 24(2), 190-198.
Oller, D. K., Niyogi, P., Gray, S., Richards, J. A., Gilkerson, J., Xu, D., Yapanel, U., & Warren, S. F. (2010). Automated vocal analysis of naturalistic recordings from children with autism, language delay, and typical development. Proc. Natl. Acad. Sci. U.S.A., 107, 13354-13359, doi: 10.1073/pnas.1003882107
Papakalodouka, P. & Papailiou, C. (2015). The theory of intersubjectivity may explain aspects of Specific Language Impairment. In T. Kokkinaki & C. Trevarthen (Eds), Intersubjective paths to intersubjective relationships and learning, Special Issue (pp.240-262). Rethymnon, Greece: Department of Psychology, University of Crete.
Papoudi, D. (2015). The intersubjective motives of play: the case of autism. In T. Kokkinaki & C. Trevarthen (Eds.), Intersubjective paths to intersubjective relationships and learning, Special Issue (pp.204- 239). Rethymnon, Greece: Department of Psychology, University of Crete.
Peñagarikano, Ο. (2016). CNTNAP2 Mutations in Autism. In C.,Sala, & C. Verpelli, (Eds.) Neuronal and Synaptic Dysfunction in Autism Spectrum Disorder and Intellectual Disability (pp. 177-188). Academic Press.
Preedy, P. (1999). Meeting the educational needs of pre-school and primary aged twins and higher multiples. In A.C. Sandbank (ed.). Twin and Triplet Psychology (pp. 70-99). London: Routledge.
Rosenberg, R. E., Law, J. K., Yenokyan, G., McGready, J., Kaufmann, W. E., & Law, P. A. (2009). Characteristics and concordance of autism spectrum disorders among 277 twin pairs. Archives of Pediatrics & Adolescent Medicine, 163(10), 907-914.
Rutherford, Μ. D. (2005). A retrospective journal-based case study of an infant with autism and his twin. Neurocase, 11, 129-137.
Rutter, M. (1967). Psychotic disorders in early childhood. In A. Coppen & H. Walk (Eds.), Recent developments in schizophrenia (pp. 133-158). RMPA, London.
Saracino, L., Noseworthy, J., Steiman, M., Reisinger, L., & Fombonne, E. (2010). Diagnostic and assessment issues in autism surveillance and prevalence. Journal of Developmental and Physical Disabilities, 22, 317-330.
Sealey, L. A., Hughes, B. W., Sriskanda, A. N., Guest, J. R., Gibson, A. D., Johnson-Williams, L., Pace, D., G., & Bagasra, O. (2016). Environmental factors in the development of autism spectrum disorders. Environment International, 88, 288-298.
Semitekolou, M. (2002). I anaptixi ton diadikon kai ton triadikon pegniodon allilepidraseon metaxi goneon - brefon apo ton 7o eos ton 12o mina [The Development of dyadic and triadic playful parent-infant interactions during the first year of life]. Unpublished Ph.D. Thesis. Department of Philosophy and Social Studies, University of Crete, Greece. http://elocus.lib.uoc.gr/dlib/3/4/9/metadata-dlib-2003semitekolou.tkl
Sigman, M., & Ruskin, E. (1999). Peer interactions in school (chapter V) - Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64(1), 1-130.
Sigman, M., Mundy, P., Sherman, T., & Ungerer, J. (1986). Social interactions of autistic, children with intellectual developmental disorder and normal children and their caregivers. Journal of Child Psychology & Psychiatry, 27(5), 647-656.
Silva, E. B., Filipini, R., de Mello Monteiro, C.B., Valenti, V.E., Fingueiredo de Carvahlo, S.M., Wajnsztejn, R., de Farias, M. do C. A. D., Macedo, C. C., & de Abreu, L. C. (2013). The biopsychosocial processes in autism spectrum disorder. International Archives of Medicine, 6: 22. doi:10.1186/1755-7682-6-22
Smith, I.M., & Bryson, S.E. (1994). Imitation and action in autism: a critical review. Psychological Bulletin, 116, 259-273. doi.10.1037/0033-2909.116.2.259
Sloan, J.L. (1978). Differential development of autistic symptoms in a pair of fraternal twins. Journal of Autism and Childhood Schizophrenia, 8(2), 191-202.
Soucy, M.D. (1997). An empirical response to the issue of the full inclusion for students with autism. Exceptionality Education Canada, 7, 19-39.
Stern, D. (2008). The clinical relevance of infancy: a progress report. Infant Mental Health Journal, 29, 177–188. doi: 10.1002/imhj.20179
Stone, W., & Caro-Martinez., L. (1990). Naturalistic observations of spontaneous communications in autistic children. Journal of Autism and Developmental Disorders, 20(4), 437-453.
Tager‐Flusberg, H., & Kasari, C. (2013). Minimally verbal school‐aged children with autism spectrum disorder: the neglected end of the spectrum. Autism Research, 6(6), 468-478.
Torres, B. E. & Donnellan, A. M. (2007-2015) (eds). Autism: the movement perspective. Frontiers in integrative neuroscience. N. Y.: Nature Frontiers, Oxford University Press.
Trevarthen, C., (1979). Instincts for human understanding and for cultural cooperation: their development in infancy. In M. von Cranach, K. Foppa, W. Lepenies, & D. Ploog (Eds.), Human Ethology (pp. 530-571). Cambridge: Cambridge University Press.
Trevarthen, C. (1998). The concept and foundations of infant intersubjectivity. In S. Braten (Ed.), Intersubjectivity, communication and emotion in early ontogeny (pp. 15-46). Cambridge: Cambridge University Press.
Trevarthen, C. & Delafield-Butt, J. (2013/2015) Autism as a developmental disorder in intentional movement and affective engagement. Frontiers in Integrative Neuroscience, 7, 49, 1-16. doi:10.3389/fnint.2013.00049
Trevarthen, C., Aitken, K., Papoudi, D., & Robarts, J. (1998). Children with autism: diagnosis and interventions to meet their needs (2nd ed.). London: Jessica Kingsley Publishers.
Vivanti, G., Nadig, A., Ozonoff, S., & Rogers, S.J. (2008). What do children with autism attend to during imitation tasks? Journal of Experimental Child Psychology, 101, 186-205.
Volkmar, F.R, Hoder,E.L., & Cohen, D.J. (1985). Compliance, ‘negativism’, and the effects of treatment structure in autism: a naturalistic, behavioral study. Journal of Child Psychology and Psychiatry, 26, 865- 877.
Warreyn, P., Roeyers, H., & De Groote, I. (2005). Early social communicative behaviours of preschoolers with autism spectrum disorder during interaction with their mothers. Autism, 9(4), 342-361.
Wolfberg, P. J., & Schuler, A. L. (1999). Fostering peer interaction, imaginative play and spontaneous language in children with autism. Child Language Teaching and Therapy, 15(1), 41-52.
Zercher, C., Hunt, P., Schuler, A., & Webster, J. (2001). Increasing joint attention, play and language through peer supported play. Autism, 5(4), 374-398.