Academic literature on the topic 'Psychoeducational Profile – Revised (PEP-R)'

RESUMO: o estudo avaliou os efeitos do primeiro ano de Intervenção Comportamental Intensiva no desenvolvimento de 9 crianças com autismo, com idades entre 1 ano e 3 meses e 2 anos e 11 meses, atendidas por um centro brasileiro especializado. A intervenção, conduzida por aproximadamente 15 horas semanais, foi realizada na residência dos participantes por meio da capacitação dos cuidadores. As crianças foram avaliadas pelo Psychoeducational Profile-Revised - PEP-R e pelo Inventário Portage Operacionalizado- IPO, no início e ao término da intervenção. Os dados foram analisados individualmente e os resultados indicaram ganhos no desenvolvimento de todas as crianças, embora em graus variados.

In the last two decades neurological research has significantly increased knowledge on the neuroanatomic bases of autism. Several autopsy and quantitative magnetic resonance imaging (MRI) studies have reported central nervous system (CNS) abnormalities which may underlie the social, language and cognitive dysfunction typical of the autistic disorder. Despite the wealth of evidence that the “autistic brain” is different from normal in a number of structures, the relationship between the severity of the developmental impairment in autism and the degree of the brain abnormality remains unknown. The aim of the present study is to correlate the areas of some brain regions, as calculated on the basis of MRI morphometry, with the Childhood Autism Rating Scale (CARS) and with the Psychoeducational Profile Revised (PEP-R) scores in a group of 22 autistic mentally retarded male subjects.

Traditional education in special schools have some limitations. We aimed to investigate if the ‘touch screen-based cognitive training’ is feasible and effective for children with severe cognitive impairment (developmental age 18–36 months) in special education. In this case, 29 children were randomly allocated to intervention (n = 17, ‘touch screen-based cognitive training’, 30 min/session, 3 times/week, 12 weeks) and control (n = 12, traditional education) groups. Psychoeducational Profile-Revised (PEP-R), Early Childhood Behavior Questionnaire (ECBQ), Sequenced Language Scale for Infants (SELSI), Pediatric Evaluation of Disability Inventory (PEDI), and Goal Attainment Scale (GAS) were measured before and after 12 weeks of education. The ‘touch screen-based cognitive training’ was applicable in special education. When repeated measures analysis of variance (ANOVA) was used, significant groupⅹtime effect was found for GAS, and significant group effect was found for ECBQ (attentional shifting) and GAS. When adjusting for pre-education measurements, the intervention had a significant effect on the post-education measurements of ECBQ (attentional shifting) and GAS (p < 0.05). No relationship existed between the degree of improvements and the severeness of developmental delay in the measurements. ‘Touch screen-based cognitive training’ in special school was feasible and it improved cognition in children with severe cognitive impairment (developmental age 18–36 months), irrespective of the severeness of the developmental delay.

The purpose of the present study was to provide a reasonably accurate estimate of the prevalence of one type of “hidden gifted” population (gifted underachievers) and to identify some of the key academic and personal characteristics that define this group. Study participants were selected from 19 elementary, junior, and senior high schools in a large Western Canadian urban school district. A formula was used to identify grades 4, 7, and 10 students whose measured intellectual potential was 120 or higher and who demonstrated a significant achievement-potential discrepancy. Out of a total of 80 prospective students, a final sample of 58 students was administered the Woodcock-Johnson Psychoeducational Battery-Revised (WJPB-R), the Piers-Harris Self-Concept Scale (PHSCS), and Thinking About My School (TAMS). Results of a MANOVA and discriminant analysis indicate that there was a significant interaction effect between gender and school level and a significant grade-level effect. Major findings were: (a) achievement scores on the WJPB-R were higher than their course grades; (b) there was a significant decline in attitudes toward school for this group of students at the junior high level, particularly for females; and (c) overall achievement declined as students progress from grade 4 to grades 7 and 10.

Autism is an infantile disorder of development characterized by deficits in social interaction, communication and unusual and repetitive behavior. Diagnosis is essentially grounded on behavioral tests and there is no pharmacological specific treatment, treatment is merely symptomatic. The aim of this study is to demonstrate the effect of homeopathic remedies on the cognitive and motor development in children with infantile autism. It is presented the evolution of 7 out of 30 children that already were evaluated twice with Psychoeducational Profile Revised (PEP-R), the first was performed before and the second 4-10 months after the onset of homeopathic treatment. Remedies were selected according to similarity between pathogenetic and repertory data and the general symptoms of autism, as well as specific individualization of symptoms in each case, and included organotherapics chosen according to studies related to the brain areas affected by autism. Results showed a positive interference of homeopathic treatment on development and behavior. These results encourage us to continue the study with a larger number of patients. Keywords: Autism; Homeopathy; Cognitive skills; Motor skills. Resumo O autismo é um distúrbio do desenvolvimento caracterizado por deficiências na interação social, comunicação e conduta inusual e repetitiva. O diagnóstico está essencialmente baseado em testes de conduta; não há tratamento farmacológico específico; o tratamento é meramente sintomático. O objetivo do presente estudo consiste em demonstrar o efeito dos medicamentos homeopáticos no desempenho cognitivo e motor de crianças com autismo infantil. Apresenta-se a evolução de 7 das 30 crianças incluídas no estudo, já testadas 2 vezes através do Perfil Psicoeducativo Revisado (PEP-R), o primeiro teste foi aplicado antes do início de tratamento, e o segundo 4 a 10 meses após. Os medicamentos foram escolhidos de acordo com a semelhança entre os dados patogenéticos e repertoriais e os sintomas gerais do autismo, assim como também os sintomas especificamente individualizados de cada caso. Foram também utilizados organoterápicos, escolhidos em função de estudos que apontam para as áreas cerebrais afetadas no autismo. Os resultados mostram uma interferéncia positiva do tratamento homeopático no desenvolvimento e a conduta. Esses resultados nos encorajam a continuar este estudo numa população maior de pacientes. Palavras-chave: Autismo; Homeopatia; habilidades cognitivas, habilidades motoras. Resumen El autismo es un trastorno del desarrollo caracterizado por deficiencias en la interacción social, comunicacion y conducta inusual y repetitiva. El diagnóstico está esencialmente basado en tests de conducta; no hay tratamiento farmacológico específico; el tratamiento es meramente sintomático. El objetivo de este estudio consiste en demostrar el efecto de los remedios homeopáticos en el desempeño cognitivo y motor de niños con autismo infantil. Se presenta la evolución de 7 de 30 niños que ya fueron testados dos veces mediante Perfil Psicoeducativo Revisado (PEP-R), el primer test aplicado antes del inicio del tratamiento y el segundo 4 a 10 meses despues. Los medicamentos fueron elegidos según la similaridad entre los datos patogenéticos y repertoriales y los síntomas generales del autismo, así como también los síntomas específicamente individualizados de cada caso. Fueron utilizados también organoterápicos seleccionados en función de estudios que apuntam para las áreas cerebrales afectadas en el autismo. Los resultados muestran una interferencia positiva del tratamiento homeopático sobre el desarrollo y la conducta. Estos resultados son animadores en el sentido de continuar nuestro estudio en una población mayor de pacientes. Palabras-clave: Autismo; Homeopatía; habilidades cognitivas, habilidades motoras. Correspondence author: Georgia Regina Macedo de Meneses Fonseca. georgiaregina@globo.com How to cite this article: Fonseca GRMM, Bolognani FA, Durão FF, Souza KM, Accioly MCC, Bagarollo, MF. Effect of homoepathic medication on the congnitive and motor performance of autistic children (pilot study). Int J High Dilution Res [online]. 2008 [cited YYYY Mmm DD]; 7(23) 63-71. Available from: http://journal.giri-society.org/index.php/ijhdr/article/view/285/353.

Background. Children with autism spectrum disorders (ASD) have difficulties in the development of simulating, gross and fine motor skills, hand-eye coordination and language skills. Tics and repetitive movements often associated with ASD, intellectual deficiency. Aim. To identify a relationship between tic disorders and specific developmental disorders: motor skills, speech, cognitive functions in children with ASD. Methods. There were randomized 79 children aged 4-6 years with ASD, 38 children among them with comorbid tics disorders (TD). For the diagnosis of ASD were used diagnostic criteria of ICD-10, Autism Diagnostic Interview-Revised (ADI-R), Autism Diagnostic Observation Schedule (ADOS). The development of motor skills, speech, and cognitive function was assessed using Psycho-educational Profile (PEP-R). For the diagnosis of comorbid mental disorders ware conducted using The Development and Well-Being Assessment (DAWBA). As motor disorders considered tics, abnormal movements associated with ADHD, anxiety and obsessive-compulsive disorders. Tics were assessed by Yale Global Tic Severity Scale (YGTSS). Results. In children with ASD and comorbid TD was noted retardation of formation of gross motor skills in comparison with the control group by PEP-R. It was also noted delay in the formation of skills in receptive speech and gross motor skills in accordance with the results of evaluation by using Vineland-II.

Seria trzech badań zaprezentowanych w pracy miała na celu określenie specyfiki przetwarzania informacji sensorycznych oraz ustalenie związków pomiędzy nasileniem zaburzeń sensorycznych a objawami autyzmu i poziomem rozwoju psychoruchowego u dzieci w wieku przedszkolnym z zaburzeniami ze spektrum autyzmu (ASD). Podjęto również próbę wyodrębnienia w grupie dzieci z ASD podtypów, charakteryzujących się różnymi profilami zaburzeń sensorycznych oraz rozwoju psychoruchowego. W badaniach wzięło łącznie udział 89 dzieci z ASD w wieku od 2 lat do 5 lat i 7 miesięcy. Wykorzystano m.in. Profil Psychoedukacyjny w wersji poprawionej (PEP-R) oraz wypełniany przez rodziców Profil Sensoryczny w wersji poprawionej (SPCR). Wyniki badań wskazują, że dzieci z ASD przejawiają więcej trudności w przetwarzaniu informacji sensorycznych niż dzieci rozwijające się prawidłowo, zarówno wtedy, gdy porównywane grupy są dobrane pod względem płci i wieku (Badanie nr 1), jak i w przypadku grup dopasowanych pod względem wieku rozwojowego (Badanie nr 2). U dzieci z ASD problemy sensoryczne zwykle dotyczą kilku zmysłów jednocześnie. Nie stwierdzono istnienia wyraźnych zależności liniowych pomiędzy poziomem trudności w przetwarzaniu informacji sensorycznych a nasileniem trudności rozwojowych, głębokością występujących u dzieci objawów autyzmu oraz wiekiem badanych. Rezultaty analizy skupień wskazują na istnienie wśród dzieci z ASD w wieku przedszkolnym czterech podtypów charakteryzujących się różnym profilem w zakresie zmiennych sensorycznych i rozwojowych (Badanie nr 3).
The purpose of this research project, conducted in three studies, was to explore the characteristics of sensory processing in preschool children with autism spectrum disorder (ASD). The relationship between unusual sensory symptoms and severity of autism, as well as level of psychomotor development, was examined. Furthermore, cluster analysis was used to identify subtypes of preschoolers with ASD who share a pattern of sensory symptoms and psychomotor development. Parents of children aged 2 years to 5 years and 7 months (N=89) completed a Sensory Profile Checklist Revised (SPCR). In addition, a Psychoeducational Profile – Revised (PEP-R) was used. Results indicated that children with ASD showed more difficulties in sensory processing when chronological (Study 1) and developmental (Study 2) age-matched controls were used. Outcomes also confirmed that sensory abnormalities are in children with ASD multimodal. No linear relationship between sensory difficulties and severity of autism, level of psychomotor development and participants’ age was found. In addition, the cluster analysis identified four subtypes of ASD preschoolers, each characterized by different sensory and developmental variables (Study 3).