Модель вынужденной адаптации детей с аутизмом к навязываемым ориентирам в детской обучающей среде. Рискованная игра в развивающую башню Дженга 332
Спилманн В., MS OT, аспирант, исполнительный директор, Институт изучения нарушений обработки сенсорной информации STAR, США, virginia.spielmann@spdstar.org Портер Л. М. , доктор эрготерапии (OTD), аспирант; директор, эрготерапевт, владелец, USA Sensory KIDS, США, lisa@sensorykidsot.com
Академические требования и социальные ожидания оказывают все большее давление на детей младшего возраста. Недостатки нашей академической системы для решения этих проблем в значительной степени влияют на население в целом, но могут быть еще более вредоносными для детей с аутизмом, которым характерна повышенная частота тревожных, депрессивных расстройств и самоубийств во взрослой жизни. В настоящей работе рассматриваются подобные социальные и экологические требования, предъявляемые к детям с аутизмом при достижении универсальных целей академического обучения, а также современные доказанные данные по оценке рисков, с которыми сталкиваются молодые люди с аутизмом. Теория сенсорной интеграции основана на утверждении, что развитие и функции мозга определяются воздействием окружающей среды на организм и, соответственно, реакциями этого же организма на окружающую среду. Это понятие, являющееся важным принципом детской эрготерапии, вписывается в динамический системный подход к развитию ребенка, где среда, взаимоотношения, нейробиологические и генетические факторы взаимодействуют и самоорганизуются через динамически устойчивые
состояния. В статье представлена идея, лежащая в основе предлагаемой модели. Мы рассмотрим эту модель, используя аналогию с игрой «башня Дженга», чтобы обсудить некоторые из опасностей, которые представляет минималистический подход к потребностям ребенка при его обучении и развитии. Наконец, в статье заданы вопросы относительно последствий этих адаптивных реакций с точки зрения
теории динамических систем.
Ayres A.J. Sensory integration and learning disorders. Los
Angeles: Western Psychological Services, 1973. 294 p.
Baio J., Wiggins L., Christensen D.L., Maenner M J.,
Daniels J., Warren Z., Durkin M.S., et al. Prevalence of autism spectrum
disorder among children aged 8 years—autism and developmental disabilities
monitoring network, 11 sites, United States, 2014. Morbidity and mortality
weekly report. Surveillance summaries, 2018, vol. 67, no. 6, pp. 1—23.
Bargiela S., Steward R., Mandy W. The experiences of
late-diagnosed women with autism spectrum conditions: an investigation of the
female autism phenotype. Journal of Autism and Developmental Disorders, 2016.
vol. 46, no. 10, pp. 3281—3294.
Blanchard S. [Book review] Anatomy Trains: Myofascial
Meridians for Manual and Movement Therapists, T.W. Myers, Churchill Livingstone
Elsevier, China, 2014, 317 pp., ISBN: 978-0-7020- 4654-4. Physical Therapy in
Sport, 2014, vol. 15, no. 4, p. 269. doi:10.1016/j.ptsp.2014.08.005
Carlsson-Paige N., McLaughlin G.B., Almon J.W. Reading
instruction in kindergarten: Little to gain and much to lose. Boston: Defending
the Early Years; Alliance for Childhood, 2015.
Cassidy S., Rodgers J. Understanding and prevention of
suicide in autism. The Lancet Psychiatry, 2017, vol. 4, no. 6, p. e11.
doi:10.1016/S2215-0366(17)30162-1
Cofer L.F. Dynamic views of education. In Fogel A., King
B.J., S. G. Shanker S.G. (eds.). Human Development in the Twenty-First Century.
Cambridge: Cambridge University Press, 2008. Pp. 128— 135.
Definition of Milestones. [Web resource] URL:
http://www.indiaparenting.com/childdevelopment/25_161/definition-of-milestones.html
(Accessed 23.04.2019)
Diagnostic and Statistical Manual of Mental Disorders, 5th
ed [DSM-5]. Philadelphia: American Psychiatric Association, 2013. 974 p.
Early childhood developmental milestones | Health and
wellbeing | Queensland Government. [Web resource] URL:
https://www.qld.gov.au/health/children/babies/milestones/ (Accessed
23.04.2019)
Early Development Milestones |Child Development
|Pathways.org. [Web resource] URL: https:// pathways.org/milestones/ (Accessed
23.04.2019)
Fogel A., Greenspan S., King B.J., Lickliter R., Reygadas
P., Shanker S.G., Toren C. A dynamic systems approach to the life sciences. In
Fogel A., King B.J., Shanker S.G. (eds.) Human Development in the Twenty-First
Century. Cambridge: Cambridge University Press, 2008. Pp. 235—253.
Fogel A., King B.J., Shanker S.G. (eds.). Human
Development in the Twenty-First Century. Cambridge: Cambridge University Press,
2008. 270 p.
Fonagy P., Target M. Early intervention and the
development of self-regulation. Psychoanalytic Inquiry, 2002, vol. 22, no. 3,
pp. 307—335. doi:10.1080/07351692209348990
Fuld S. Autism spectrum disorder: the impact of stressful
and traumatic life events and implications for clinical practice. Clinical
Social Work Journal, 2018, vol. 46, no. 3, pp. 210—219.
Getting to know your newborn — NHS / Birth to five
development timeline. [Web resource] URL:
http://www.nhs.uk/Tools/Pages/birthtofive.aspx (Accessed 23.04.2019)
Gottlieb G., Tucker Halpern C. Individual development as a
system of coactions: implications for research and policy. In Fogel A., King
B.J., Shanker S.G. (eds.). Human Development in the TwentyFirst Century. New
York: Cambridge University Press, 2008. Pp. 41—47.
Granic I. A dynamic systems approach to understanding
family and peer relationships: implications for effective interventions with
aggressive youth. In Fogel A., King B.J., Shanker S.G. (eds.). Human
Development in the Twenty-First Century. Cambridge: Cambridge University Press,
2008. Pp. 216— 224.
Greene R.W. The explosive child. New York: HarperCollins
World, 1999. 288 p.
Greenspan S.I. A dynamic developmental model of mental
health and mental illness. In Fogel A., King B.J., Shanker S.G. (eds.). Human
Development in the Twenty-First Century. New York: Cambridge University Press,
2008. Pp. 157—199.
Greenspan S.I., DeGangi G., Wieder S. The Functional
Emotional Assessment Scale for Infancy and Early Childhood: Clinical and
Research Applications. Bethesda: Interdisciplinary Council on Developmental and
Learning Disorders, 2001.
Greenspan S.I., Greenspan N.T. The Learning Tree:
Overcoming Learning Disabilities from the Ground Up. Cambridge: De Capo Press;
Lifelong Books, 2010. 276 p.
Happé F., Fletcher-Watson S. Autism: A New Introduction to
Psychological Theory and Current Debate. New York: Routledge, 2019. 208
p.
Hull L., Petrides K.V., Allison C., Smith P., Baron-Cohen
S., Lai M.C., Mandy W. “Putting on my best normal”: social camouflaging in
adults with autism spectrum conditions. Journal of Autism and Developmental
Disorders, 2017, vol. 47, no. 8, pp. 2519—2534.
Johnston T.D. Genes, experience, and behavior. In Fogel
A., King B.J., Shanker S.G. (eds.). Human Development in the Twenty-First
Century. New York: Cambridge University Press, 2008. Pp. 18—24.
Kamm K., Thelen E., Jensen J.L. A dynamical systems
approach to motor development. Physical Therapy, 1990, vol. 70, pp.
763—775.
Kerns C.M., Newschaffer C.J., Berkowitz, S.J. Traumatic
childhood events and autism spectrum disorder. Journal of Autism and
Developmental Disorders, 2015, vol. 45, no. 11, pp. 3475—3486.
King B.J. Creating Family Love: An evolutionary
perspective. In Fogel A., King B.J., Shanker S.G. (eds.). Human Development in
the Twenty-First Century. New York: Cambridge University Press, 2008. Pp.
81—87.
Kofmel E. Our comments on Draft General Comment No. 4 of
the Committee on the Rights of Persons with Disabilities on Article 24 of the
Convention on the Rights of Persons with Disabilities (CRPD). / Autistic
Minority International. 2016. [Web resource] Retrieved from
https://www.ohchr.org/
Documents/HRBodies/CRPD/GC/RighttoEducation/Autistic_Minority_International-Draft_
GC_Art24-10.01.2016.doc (Accessed 23.04.2019)
Kuhn T.S. The Structure of Scientific Revolutions.
Chicago. Ubiversity of Chicago Press,1962.
Kupferstein H. Evidence of increased PTSD symptoms in
autistics exposed to applied behavior analysis. Advances in Autism, 2018, vol.
4, no. 1, pp. 19—29.
Letourneau N., Joschko J. Scientific Parenting: What
Science Reveals About Parental Influence. Ontario: Dundurn, 2013. 280 p.
Leung N.K. (сhairman). Child Fatality Review Panel: Second
report for child death cases in 2010—2011. Hong Kong, 2015. Retrieved from
http://www.swd.gov.hk/doc/fcw/CFRP2R-Eng.pdf (Accessed 23.04.2019)
Lickliter R. Developmental dynamics: the new view from the
life sciences. In Fogel A., King B.J., Shanker S.G. (eds.). Human Development
in the Twenty-First Century. New York: Cambridge University Press, 2008. Pp.
11—17.
Livingston L.A., Happé F. Conceptualising compensation in
neurodevelopmental disorders: Reflections from autism spectrum disorder.
Neuroscience and Biobehavioral Reviews, 2017, vol. 80, pp. 729—742.
Munsey C. The kids aren’t all right. American
Psychological Association Monitor, 2010, vol. 41, no. 1, p. 22.
Parents Guide to Developmental Milestones Child Mind
Institute. [Web resource] URL: https://
childmind.org/guide/developmental-milestones/ (Accessed 23.04.2019)
Richa S., Fahed M., Khoury E., Mishara B. Suicide in
autism spectrum disorders. Archives of Suicide Research, 2014, vol. 18, no. 4,
pp. 327—339.
Robertson C.E., Baron-Cohen S. Sensory perception in
autism. Nature Reviews. Neuroscience, 2017, vol. 18, no. 11, pp. 671—684.
doi:10.1038/nrn.2017.112.
Shanker S. Self-Regulation: Calm, Alert and Learning.
Education Canada, 2010, vol. 50, no. 3, pp. 4—7.
Shonkoff J.P., Phillips, D.P. (eds.). From Neurons to
Neighborhoods: The Science of Early Childhood Development / Committee on
Integrating the Science of Early Childhood Development, Board on Children,
Youth, and Families. Washington: National Academies Press, 2000.
Sices L. Use of Developmental Milestones in Pediatric
Residency Training and Practice: Time to Rethink the Meaning of the Mean.
Journal of Developmental and Behavioral Pediatrics, 2007, vol. 28, no. 1, pp.
47—52. doi:10.1097/DBP.0b013e31803084c6
Smith L.B., Thelen E. Development as a dynamic system.
Trends in Cognitive Sciences, 2003, vol. 7, no. 8, pp. 343—348.
doi:10.1016/S1364-6613(03)00156-6
Storch E.A., Sulkowski M.L., Nadeau J., Lewin A.B., Arnold
E.B., Mutch P.J., Jones A.M., Murphy T.K. (2013). The phenomenology and
clinical correlates of suicidal thoughts and behaviors in youth with autism
spectrum disorders. Journal of autism and developmental disorders, 2013, vol.
43, no. 10, pp. 2450—2459. doi:10.1007/s10803-013-1795-x
Thelen E. Motor Development. A new synthesis. The American
Psychologist, 1995, vol. 50, no. 2, pp. 79— 95.
Thelen E. Dynamic Systems Theory and the Complexity of
Change. Psychoanalytic Dialogues: The International Journal of Relational
Perspectives, 2005, vol. 15, no. 2, pp. 255—283.
doi:10.1080/10481881509348831
Thelen E., Bates E. Connectionism and dynamic systems: Are
they really different? Developmental Science, 2003, vol. 6, no. 4, pp. 378—391.
doi:10.1111/1467-7687.00294
Toren C. An anthropology of human development: what
difference does it make? In Fogel A., King B.J., Shanker S.G. (eds.). Human
Development in the Twenty-First Century. New York: Cambridge University Press,
2008. Pp. 104—111.
Track Your Child’s Developmental Milestones. Atlanta:
Center for Disease Control and Prevention, 2009. [Web resource] URL:
http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/
trackchildsdevmilestoneseng.pdf (Accessed 23.04.2019)
Wyman P.A. Developmental approach to prevent adolescent
suicides: research pathways to effective upstream preventive interventions.
American journal of preventive medicine, 2014, vol. 47, no. 3, pp. S251—S256.
doi:10.1016/j.amepre.2014.05.039
Young G. Development and Causality: Neo-Piagetian
Perspectives. New York: Springer, 2011. 849 p.