Socijalne i emocionalne kompetencije djece s poremećajem iz spektra autizma

master's thesis

• Title (english): Social and emotional competence of children with autism spectrum disorder
• Author: Sara Bubalo
• Mentor: Anamarija Žic Ralić (mentor)
• Committee member: Anamarija Žic Ralić (predsjednik povjerenstva)
• Committee member: Jasmina Stošić (član povjerenstva)
• Committee member: Daniela Bratković (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2023-06-30, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

U području socijalnih i emocionalnih kompetencija djeca s poremećajem iz spektra autizma (PSA) susreću se s brojnim izazovima koji utječu na njihov daljnji razvoj. MeĎutim, u socijalnim i emocionalnim vještinama kod populacije ove djece prisutna je i velika varijabilnost. Dosadašnja istraţivanja mogućih prediktora socijalnih i emocionalnih kompetencija djece s poremećajem iz spektra autizma ukazuju na inkonzistentne rezultate. Cilj ovog istraţivanja bio je ispitati postoje li razlike u socijalnim i emocionalnim kompetencijama djece s poremećajem iz spektra autizma osnovnoškolske dobi s obzirom na utvrĎene pridruţene intelektualne teškoće, mjesto realizacije odgojno-obrazovnog programa te s obzirom na dob. Uzorak ispitanika činila su 93 roditelja djece s poremećajem iz spektra autizma (dobi od 7 do 14 godina) koji ţive na području Republike Hrvatske. Ispitanici su birani metodom slučajnog uzorkovanja, a podaci za istraţivanje prikupljeni su putem online anketnog upitnika. Za procjenu socijalnih i emocionalnih kompetencija djece koristio se mjerni instrument „Devereux Student Strenghs Assesment“ (DESSA).
Rezultati istraţivanja pokazuju da ne postoji statistički značajna razlika u socijalnim i emocionalnim kompetencijama izmeĎu djece s poremećajem iz spektra autizma i djece koja uz dijagnozu PSA imaju i pridruţene intelektualne teškoće. Nadalje, nije pronaĎena statistički značajna razlika izmeĎu djece s PSA niţeg (7 – 10) i višeg (11 – 14) osnovnoškolskog uzrasta u socijalnoj i emocionalnoj kompetentnosti što ukazuje na činjenicu da teškoće perzistiraju tijekom vremena. MeĎutim, istraţivanjem se utvrdila statistički značajna razlika u socijalnim i emocionalnim kompetencijama djece s PSA s obzirom na mjesto realizacije odgojno-obrazovnog programa. Djeca s PSA koja se školuju u inkluzivnim razrednim odjelima imaju razvijenije socijalne i emocionalne kompetencije u odnosu na djecu s PSA koja se školuju u posebnim ustanovama odgoja i obrazovanja namijenjenim djeci s teškoćama u razvoju. Dobiveni rezultati vrijedni su kako za stručnjake, tako i za roditelje jer ukazuju na veliku vaţnost i potrebu za poticanjem socijalnih i emocionalnih kompetencija kod populacije djece s PSA u svim kontekstima. Djeci s PSA potrebno je pruţiti što primjerenije i poticajnije uvjete sukladne njihovim mogućnostima za usvajanje socijalnih i emocionalnih vještina. TakoĎer, potrebno je da stručnjaci više paţnje posvete kontinuiranom praćenju i provoĎenju programa socijalnog i emocionalnog učenja djece s PSA te da s roditeljima izgrade suradnju koja će biti temelj za uspješno poticanje socijalnog i emocionalnog razvoja.

Abstract (english)

In the area of social and emotional competencies children with autism spectrum disorder (ASD) are faced by numerous challenges that affect their further development. However, among this population of children there is wide variability in social and emotional skills. Recent researches of potential predictors of social and emotional competencies in children with autism spectrum disorders show inconsistent results. The aim of this study was to examine whether there are differences in social and emotional competencies between primary school – aged children with ASD regarding presence of additional diagnosis of intellectual disabilities, school placement and age. A total of 93 parents of children with autism spectrum disorder (aged from 7 to 14) from Croatia participated in the study. Respondents were selected by method of random sampling and the data was collected through an online questionnaire. The „Devereux Student Strenghs Assesment“ (DESSA) instrument was used for assessment of children's social and emotional competencies.
The results of this study indicate that there is no statistically significant difference in social and emotional competencies between children with autism spectrum disorder with and without additional intellectual disabilities. Furthermore, no statistically significant difference in social and emotional competencies was found between children with ASD lower (7 – 10) and higher (11 – 14) primary school age which suggest that difficulties in those competencies mainly persist over period of time. Nevertheless, statistically significant differences in social and emotional competencies were found depending on school placement. Children with ASD which are educated in inclusive classrooms have better social and emotional competencies by comparison with children with ASD in special schools for children with developmental disabillities. These findings are valuable both for professionals and parents because they show great importance and need for fostering social and emotional competencies in population of children with ASD in all contexts. It is necessary to provide appropriate and supportive enviroment for children with ASD compatible with their abilities to adopt social and emotional skills. Also, professionals must pay more attention to systematic monitoring and implementation of social and emotional learning programs for children with ASD and they need to build cooperative relationship with parents which will be the basis for successfully fostering children's social and emotional development.

• Keywords: socijalne i emocionalne kompetencije; poremećaj iz spektra autizma
• Keywords (english): social and emotional competencies; autism spectrum disorder
• Language: croatian
• URN:NBN: urn:nbn:hr:158:037246
• Study programme: Title: University graduate study of Educational Rehabilitation; Study programme type: university; Study level: graduate; Academic / professional title: sveučilišni magistar/magistra edukacijske rehabilitacije (sveučilišni magistar/magistra edukacijske rehabilitacije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2023-07-11 06:29:08