Pripovjedne sposobnosti kod djece s poremećajem iz spektra autizma u predškolskoj dobi

master's thesis

• Title (english): Narrative abilities of preschool children with Autism Spectrum Disorder
• Author: Luna Perković
• Mentor: Jasmina Ivšac Pavliša (mentor)
• Mentor: Gordana Hržica (komentor)
• Committee member: Jasmina Ivšac Pavliša (predsjednik povjerenstva)
• Committee member: Gordana Hržica (član povjerenstva)
• Committee member: Klara Popčević (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2024-09-18, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Poremećaj iz spektra autizma neurorazvojni je poremećaj kojeg karakteriziraju teškoće u socijalnoj komunikaciji, odnosno interakciji te je popraćen ograničenim i repetitivnim obrascima ponašanja, interesima i aktivnostima (American Psychiatric Association, 2013). Zbog nedostataka u socijalnoj komunikaciji i interakciji, jeziku, poglavito pragmatici i teoriji uma kod djece s poremećajem iz spektra autizma mogu biti prisutne teškoće u pripovijedanju.
Cilj ovog istraživanja bio je istražiti moguće razlike u narativnoj proizvodnji i razumijevanju između djece predškolske dobi s poremećajem iz spektra autizma urednog jezičnog razumijevanja i njihovih vršnjaka urednog razvoja te opisati specifična obilježja narativa ove kliničke skupine. U istraživanju je sudjelovalo ukupno 22 ispitanika dobi 5 - 7 godina. Skupina djece s PSA-om s kontrolnom je skupinom bila izjednačena prema dobi, kognitivnom statusu i jezičnom razumijevanju. Pripovijedanje je ispitano uz pomoć instrumenta MAIN - hrvatska inačica: Višejezični instrument za ispitivanje pripovijedanja (Hržica i Kuvač Kraljević, 2020; Gagarina i sur., 2019). Procjena proizvodnje makrostrukture pripovijedanja i razumijevanja vođena je njegovim smjernicama i protokolima. Makrostruktura se promatrala kroz tri razine: struktura priče, strukturalna složenost i riječi za izražavanje unutarnjih stanja, nakon čega je ispitano razumijevanje. Pretpostavljeno je da će djeca s PSA-om postizati lošije rezultate na obje mjere. Međutim, nije pronađena statistički značajna razlika između skupina na razini makrostrukture. S druge strane, na razini razumijevanja pronađena je statistički značajna razlika srednjeg učinka u korist djece urednog razvoja, čime je potvrđena druga pretpostavka. Kvalitativnom analizom pripovjednih uzoraka djece s PSA-om istaknute su specifičnosti u proizvodnji i razumijevanju koje odgovaraju njihovim dijagnostičkim kriterijima. Iako prva pretpostavka nije potvrđena, što se može pripisati ograničenjima istraživanja, detaljnijom analizom istaknute su vrijedne informacije nužne za razumijevanje njihovog unutarnjeg svijeta i individualnih iskustava.

Abstract (english)

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction across multiple contexts, accompanied by restricted, repetitive patterns of behavior, interests or activities (American Psychiatric Association, 2013). Due to deficits in social communication and interaction, language, particularly in pragmatics and theory of mind, children with autism spectrum disorder experience difficulties in storytelling. The aim of this research was to explore potential differences in narrative production and comprehension between preschool children with ASD and intact language comprehension and their typically developing peers, as well as to describe specific features found in narratives of this clinical group. The study involved a total of 22 participants aged 5 to 7 years. The ASD group and the control group were matched in terms of age, cognitive status, and language comprehension. Narrative abilities were assessed using the MAIN, a Multilingual Assessment Instrument for Narratives (Hržica i Kuvač Kraljević, 2020; Gagarina i sur., 2019). Narrative macrostructure production and comprehension were evaluated following the MAIN protocol and guidelines. Macrostructure was observed through measures such as story structure, structural complexity, and internal state terms, followed by comprehension assessment. It was hypothesized that children with ASD would have weaker performances on both measures. However, no statistically significant difference was found between the groups at the macrostructure level. On the contrary, at the level of comprehension, the second hypothesis was confirmed. A statistically significant moderate effect difference was found, favouring typically developing children. Qualitative analysis of narratives from children with ASD highlighted specific production and comprehension characteristics aligning with their diagnostic criteria. Although the first hypothesis was not confirmed, likely due to study limitations, a detailed analysis underscores valuable information essential for understanding their internal world and individual experiences.

• Keywords: poremećaj iz spektra autizma; makrostruktura; razumijevanje pragmatika; teorija uma
• Keywords (english): autism spectrum disorder; macrostructure; comprehension; pragmatics; theory of mind
• Language: croatian
• URN:NBN: urn:nbn:hr:158:114160
• 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: 2024-10-18 09:07:37