Kako odgojitelji procjenjuju ponašanja djeteta kada imaju informaciju o postojanju dijagnoze poremećaja iz spektra autizma

master's thesis

• Title (english): How do educators estimate behaviours of a child when they are aware of its autism spectrum disorder diagnosis
• Author: Stela Zidar
• Mentor: Sanja Šimleša (mentor)
• Committee member: Sanja Šimleša (predsjednik povjerenstva)
• Committee member: Maja Cepanec (član povjerenstva)
• Committee member: Ana-Marija Bohaček (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2024-09-09, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Djeca s poremećajem iz spektra autizma (PSA) uslijed svojih različitosti zahtijevaju drugačiji pristup i razne prilagodbe u svakodnevnom okruženju, a naročito u odgojno-obrazovnim ustanovama. Kreiranje prilagodbi za djecu sa PSA-om, kao i njihova ponekad izazovna ponašanja i reakcije, predstavljaju velik izazov za odgojitelje. Neka postojeća istraživanja bavila su se stavovima odraslih, odgojno-obrazovnih djelatnika i studenata prema djetetu ili osobi sa PSA-om i većina njih zaključuje da su stavovi prema osobama sa PSA-om bolji ako je osobama koje su sudjelovale u istraživanju rečeno da osoba ima dijagnozu PSA-a. Cilj istraživanja bio je ispitati kako odgojitelji percipiraju različita ponašanja djece sa PSA-om kada im je napomenuto da dijete ima PSA i kada im nije dana informacija o postojanju dijagnoze. U opise ponašanja uklopljeni su A (komunikacijska obilježja) i B kriteriji (ponavljajuća ponašanja), kao i neutralna ponašanja. Sudjelovalo je ukupno 83 odgojitelja (47 u eksperimentalnoj skupini koja je znala za postojanje dijagnoze i 36 u kontrolnoj skupini kojoj nije dana informacija o postojanju dijagnoze djeteta). Odgojitelji eksperimentalne skupine su situaciju u kojoj dječak sa PSA-om ne želi sudjelovati u igrama s drugom djecom, situaciju u kojoj je dječak sa PSA-om reagirao smijehom na ozljedu dječaka iz grupe, kao i situaciju u kojoj se, zbog negodovanja dječaka sa PSA-om, glazba morala ugasiti, ocijenili pozitivnijim ocjenama nego kontrolna skupina. Situaciju u kojoj dječak sa PSA-om inzistira na istom poretku pojedinih igračaka, kao i situacije s neutralnim ponašanjima (samostalno spremanje za igralište, pranje ruku prije jela i odlazak u blagovaonicu) obje su skupine ispitanika ocijenile jednako pozitivnim ocjenama. Napomena o postojanju dijagnoze PSA-a kod djeteta ne utječe na pozitivniju percepciju neutralnih ponašanja. Većina odgojitelja eksperimentalne skupine zaključuje da im je napomena o dijagnozi djeteta pomogla da shvate uzrok izazovnih ponašanja.

Abstract (english)

Children who have an autism spectrum disorder (ASD) diagnosis, because of their differences, need different approach and many adjustments in everyday surroundings, especially in the educational institutions. Creating adjustments for children with ASD, as much as their challenging behaviour, represent big challenge for their kindergarten educators. Some existing research looked into the attitudes of grown-ups, educators and students towards a child or a person with ASD and most of them conclude that those attitudes are more positive if the people in the research knew about the fact that the person has ASD. The aim of the research was to examine how kindergarten educators perceive different behaviours of children with ASD (the behavioural descriptions contained A (communicational characteristics) and B criteria (repetitive behaviours), as well as neutral behaviours) when they were informed that the child has ASD and they weren’t informed about that. In total 83 educators participated (47 of them made up the experimental group which was given the information that the child has ASD and 36 of them made up the control group which were given no such information). Kindergarten educators from the experimental group rated these situations more positively than the control group: the boy with ASD does not want to play with other children, the boy with ASD laughed at another boy getting injured and finally when the boy with ASD had a negative reaction to music causing it to be turned off. The situation where the boy with ASD insists on having a specific order with toys, along with situations with neutral behaviours (getting ready by himself to go to a playground, washing his hands before eating and going to the dining room) both groups rated equally positively. Knowing that the child has an ASD diagnosis does not cause the perception of neutral behaviours to be more positive. Most experimental group kindergarten educators conclude that knowing a child has ASD helped them understand the cause of the child’s challenging behaviours.

• Keywords: poremećaj iz spektra autizma; odgojitelji; percepcija ponašanja
• Keywords (english): autism spectrum disorder; kindergarten educators; perception of behaviour
• Language: croatian
• URN:NBN: urn:nbn:hr:158:346703
• Study programme: Title: University graduate study of Speech and Language Pathology; Study programme type: university; Study level: graduate; Academic / professional title: sveučilišni magistar/magistra logopedije (sveučilišni magistar/magistra logopedije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-10-14 07:42:28