Suivi longitudinal (3 ans) et développement de 4 enfants avec autisme sans retard mental après 90 séances d’entraînement aux habiletés sociales - 02/12/16
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Résumé |
Introduction |
Peu d’études sur les entraînements aux habiletés sociales se consacrent aux enfants de 5 à 10ans. Généralement, les principales critiques formulées à leurs égards sont : la brièveté des programmes, l’absence de manuel et peu de généralisation des habiletés.
Objectifs |
Décrire, l’évolution de la symptomatologie et des compétences sociocommunicatives de 4 enfants présentant un autisme sans retard mental ayant participé à 90 séances de groupe d’apprentissage à la communication et à la socialisation (ou GACS).
Méthode |
Pour élaborer et pratiquer ces séances, nous nous référons aux techniques cognitives et comportementales appliquées. Pour mesurer les évolutions, nous administrons des tests psychométriques avant et après les 90 séances (ADOS et VABS).
Résultats |
Les scores montrent une amélioration significative de la symptomatologie autistique et des compétences sociocommunicatives.
Conclusion |
Au-delà de ces améliorations, nos résultats montrent des exemples clairs de généralisation.
Le texte complet de cet article est disponible en PDF.Abstract |
Introduction |
Few studies on social skills training essentially based on ABA techniques are dedicated to children with autism aged 5 to 10 years whereas autistic disorders can be diagnosed in very early childhood. Generally, the main criticisms about these social skills training are: shortness of programs (around 20 sessions), no manual with precise descriptions of sessions and used techniques, and a lack of generalization of the learned skills in everyday life.
Objectives |
To describe the evolution (before/after) of symptoms and sociocommunicative skills of 7 children with autism and no mental retardation (mean age=7.08) who participated in 90 sessions (during 3 years) in a learning group of communication and socialization (or LGCS).
Method |
To develop these sessions, we referred to intellectual and verbal levels obtained by the children on The Wechsler Intelligence Scales. We proposed activities such as open discussion, telling about events or vacations, learning of and communicative social rules, social games, outdoor exercises at home or in parks/shops/supermarkets/restaurants with known/unknown children/adults/sellers. To target the social and communicative skills, we also referred to their intellectual level and to Assessment of basic language and learning skills (ABBLS). To practice these sessions, we referred to: (1) TEACCH cognitive ergonomics principles (Treatment and education of autistic and related communication handicapped children developed by Schopler); and especially (2) ABA techniques (Applied behavior analysis) which are rarely mentioned as such. In particular, we used techniques such as: (a) concrete reinforcements which were frequently evaluated; (b) precise levels of verbal incentives and (c) error corrections. To measure the changes, we assessed children with psychometric tests before and after 90 sessions (ADOS and VABS).
Results |
The scores show significant improvements in autistic symptoms related to communication (ADOS, P=0.03) and significant improvements in both socialization and communication domains (VABS, P=0.00). From a symptomatic point of view (ADOS), we clinically observe better conversation skills and more social initiatives. About socialization and communication behaviors, parents reported (VABS): better listening, better verbal expression, more social relationships and a start of friendship for most of the children.
Conclusion |
This three-year longitudinal follow-up is the first known study about the evolution of children with autistic disorders after a great number of sessions of social skills training. It shows that it is possible to adapt social skills training to young children. In addition, our program and our results (VABS) show clear examples of generalization which is targeted as a weakness in the specialized studies. However, the absence of a control group and of a base line strongly limit our results in terms of effectiveness.
Le texte complet de cet article est disponible en PDF.Mots clés : Troubles du spectre autistique, Entraînement aux habiletés sociales, Suivi longitudinal, Analyse appliquée du comportement, Généralisation
Keywords : Autism spectrum disorders, Social skills training, Longitudinal follow-up, Applied behavioral analysis, Generalization
Plan
Vol 42 - N° 6
P. 529-534 - décembre 2016 Retour au numéroBienvenue sur EM-consulte, la référence des professionnels de santé.
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