Применение модели саморегуляции и коммуникации для коррекции аутизма

Совокупность накопленных данных свидетельствует о важной роли саморегуляции в академической успеваемости детей и формировании социального и эмоционального благополучия. Биннс, Хатчинсон и Орам Карди (Binns, Hutchinson and Oram Cardy) предложили модель, призванную помочь клиницистам понять влияние, которое стресс может оказывать на способность детей достигать состояния регуляции и взаимодействовать с окружением, а также одновременно поддерживать возможности общения и саморегуляции. В статье рассматриваются проблемы в сфере саморегуляции, характерные для детей с аутизмом, и приведены особые замечания по применению разработанной автором и коллегами модели для коррекции аутизма.

Биннс А. Применение модели саморегуляции и коммуникации для коррекции аутизма (на английском). Перевод интервью Вы можете прочитать здесь.

1. Adrien J.L., Martineau J., Barthélémy C., Bruneau N., Garreau B., Sauvage D. Disorders of regulation of cognitive activity in autistic children. Journal of Autism and Developmental Disorders, 1995, vol. 25, no. 3, pp. 247—261.
2. Adrien J.L., Rossignol N., Martineau J., Roux S., Couturier G., Barthélémy C. Regulation of cognitive activity and early communication development in young autistic, mentally retarded and young normal children. Developmental Psychobiology, 2001, vol. 39, no. 2, pp. 124—136.
3. Bieberich A.A., Morgan S.B. Self-regulation and affective expression during play in children with autism or Down syndrome: a short-term longitudinal study. Journal of Autism and developmental Disorders, 2004, vol. 34, no. 4, pp. 439—448.
4. Binns A., Hutchinson L., Oram-Cardy J. The speech language pathologist’s role in supporting the development of self-regulation: A review and tutorial. Journal of Communication Disorders, 2019, vol. 78, pp. 1—17.
5. Binns A., Oram-Cardy J. Developmental social pragmatic interventions for preschoolers with autism spectrum disorder: A systematic review. Autism and Developmental Language Impairments, 2019, vol. 4, no. 1, pp. 1—18.
6. Blair C., Diamond A. Biological processes in prevention and intervention: The promotion of selfregulation as a means of preventing school failure. Development and Psychopathology, 2008, vol. 20, no. 3, pp. 899—911.
7. Blair C., Razza R.P. Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 2007, vol. 78, no. 2, pp. 647— 663.
8. Butler D.L., Schnellert L., Perry N.E. Developing Self-Regulating Learners. Upper Saddle River: Pearson Education, Inc., 2016.
9. Capps L., Kasari C., Yirmiya N., Sigman M. Parental perception of emotional expressiveness in children with autism. Journal of Consulting and Clinical Psychology, 1993, vol. 61, pp. 475—484.
10. Cicchetti D., Barnett D. Attachment organization in maltreated preschoolers. Development and Psychopathology, 1991, vol. 3, no. 4, pp. 397—411.
11. Demetriou E.A., Lampit A., Quintana D.S., Naismith S.L., Song Y.J.C., Pye J.E., Hickie I., Guastella A.J. Autism spectrum disorders: A meta-analysis of executive function. Molecular Psychiatry, 2018, no. 23, pp. 1198—1204.
12. Diamond A. Executive functions. Annual Review of Psychology, 2013, vol. 64, pp. 135—168.
13. Eisenberg N., Hofer C., Vaughan J. Effortful control and its socioemotional consequences. In Gross J.J. (ed.) Handbook of Emotion Regulation. New York: The Guilford Press, 2007. Pp. 287—288.
14. Grandin T. Thinking in pictures: And other reports from my life with autism. New York: Vintage Books, 2006. 270 p.
15. Green J., Charman T., McConachie H., Aldred C., Slonims V., Howlin P., Barrett B., et al. Parent-mediated communication-focused treatment in children with autism (PACT): A randomised controlled trial. The Lancet, 2010, vol. 375, issue 9732, pp. 2152—2160.
16. Greenspan S.I. Infancy and early childhood: The practice of clinical assessment and intervention with emotional and developmental challenges. Madison: International Universities Press, Inc., 1992, 814 p.
17. Greenspan S.I., Wieder S., Simons R. The child with special needs: Encouraging intellectual and emotional growth. Reading: Addison-Wesley; Addison-Wesley Longman, 1998.
18. Knipping A. Eccentricity: A journey through a mind. Scots Valley: CreateSpace Independent Publishing Platform, 2012.
19. Konstantareas M.M., Stewart K. Affect regulation and temperament in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 2006, vol. 36, no. 2, pp. 143—154.
20. Samson A.C., Huber O., Gross J.J. Emotion regulation in Asperger’s syndrome and high-functioning autism. Emotion (Washington, D.C.), 2012, vol. 12, no. 4, pp. 659—665.
21. Schunk D.H., Zimmerman B.J. Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 2007, vol. 23, no. 1, pp. 7—25.
22. Shanker S. Self-Reg: How to help your child (and you) break the stress cycle and successfully engage with life. London: Penguin Press, 2016. 320 p.
23. Solomon R., Van Egeren L.A., Mahoney G., Huber M.S.Q., Zimmerman P. PLAY project home consultation intervention program for young children with autism spectrum disorders: A randomized controlled trial. Journal of Developmental and Behavioral Pediatrics, 2014, vol. 35, no. 8, pp. 475—485.
24. Tronick E.Z. Emotions and emotional communication in infants. American Psychologist, 1989, vol. 44, no. 2, pp. 112—119.
25. Vohs K.D., Ciarocco N.J. Interpersonal functioning requires self-regulation. In Baumeister R.F., Vohs K.D. (eds.) Handbook of self-regulation: Research, theory, and applications. New York: Guilford Press, 2004. Pp. 392—410.