Teorija uma i intervencija kod osoba s poremećajem iz spektra autizma

master's thesis

• Title (english): Theory of mind and intervention in persons with autism spectrum disorder
• Author: Nada Paun
• Mentor: Jasmina Ivšac Pavliša (mentor)
• Committee member: Jasmina Ivšac Pavliša (predsjednik povjerenstva)
• Committee member: Ana Leko Krhen (član povjerenstva)
• Committee member: Iva Hrastinski (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2022-09-22, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Unatoč značajnoj heterogenosti u prezentaciji simptoma, odstupanja u socijalnom funkcioniranju predstavljaju najveći izazov među osobama s poremećajem iz spektra autizma (PSA). Ove poteškoće povezane su s nedostacima u teoriji uma te često otežavaju osobama da budu uspješni članovi društva i mogu predstavljati vrlo ozbiljne izazove roditeljima, učiteljima i drugim stručnjacima. Posljednjih godina raste broj istraživanja usmjerenih na teoriju uma te su razvijeni načini ispitivanja teorije uma, od kojih je najpoznatiji „Sally-Ann“ zadatak netočnih vjerovanja. Rezultati istraživanja su pokazali kako osobe sa PSA-om postižu znatno lošije rezultate u odnosu na one urednog razvoja te se čak i odrasle osobe s visokofunkcionirajućim autizmom teže snalaze na složenijim zadacima teorije uma. Ujedno su osmišljene različite intervencije teorije uma koje možemo podijeliti na specifične, opće i multimodalne. Obično su usmjerene na one vještine koje su ili potencijalne komponente ili vještine koje prethode razvoju teorije uma. Iako su provedene intervencije utjecale na poboljšanje rezultata u zadacima koji ispituju teoriju uma, generalizacija naučenih vještina na druge vještine i svakodnevne socijalne situacije je bila minimalna. Predlaže se kako bi u budućnosti različite intervencije trebale pratiti napredak nakon intervencije unutar tipične okoline te da bi intervencija mogla započeti u jednom tipičnom okruženju, a zatim se postupno provoditi u različitim okruženjima.

Abstract (english)

Despite significant heterogeneity in symptom presentation, deviations in social functioning represent the greatest challenge among individuals with autism spectrum disorder (ASD). These difficulties are related to deficits in theory of mind and often make it difficult for individuals to be successful members of society and can present very serious challenges to parents, teachers and other professionals. In recent years, the number of studies focused on theory of mind has been growing, and methods of testing theory of mind have been developed, the most famous of which is the "Sally-Ann" false belief task. The results of the research showed that people with ASD achieve significantly inadequate results compared to those with regular development, and even adults with high-functioning autism find it difficult to cope with more complex theory of mind tasks. At the same time, various theory of mind interventions were designed, which can be divided into specific, general and multimodal. They usually focus on those skills that are either potential components or skills that precede the development of theory of mind. Although the implemented interventions had the effect of improving results in theory of mind tasks, the generalization of learned skills to other skills and everyday social situations was minimal. It is suggested that in the future, different interventions should track progress after intervention within a typical setting, and that an intervention could start in one typical setting and then be gradually implemented in different settings.

• Keywords: poremećaj iz spektra autizma; teorija uma; intervencije teorije uma; zadaci netočnih vjerovanja
• Keywords (english): autism spectrum disorder; theory of mind; theory of mind interventions; false belief tasks
• Language: croatian
• URN:NBN: urn:nbn:hr:158:747632
• Study programme: Title: Graduate study of Speech and Language Pathology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra logopedije (magistar/magistra logopedije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-11-02 07:45:30