Interacciones mediante el juego en diadas madre-hijo con Trastorno del Espectro Autista (TEA)

• Dora Elizabeth. Granados-Ramos ^[1] ; Patricia Aidé Altamirano-Díaz ^[1] ; Beatriz Sanabria-Barradas ^[1]
  1. [1] Universidad Veracruzana

     Universidad Veracruzana

     México

     
• Localización: Interdisciplinaria: Revista de psicología y ciencias afines = journal of psychology and related sciences, ISSN-e 1668-7027, ISSN 0325-8203, Vol. 40, Nº. 3, 2023
• Idioma: español
• Títulos paralelos:
  • Interactions through play in mother-Autism Spectrum Disorder (ASD) child dyads
• Enlaces
  • Texto completo
• Resumen
  • español

    Resumen: Los comportamientos sociales iniciales mediante el juego son una herramienta fundamental para desarrollar la cognición social porque facilitan el intercambio de emociones, gestos, miradas y expresiones verbales, así como la atención y la acción conjunta en la diada madre-hijo. En los niños con trastorno del espectro autista (TEA), la promoción de interacciones sociales mediante el juego es relevante para el logro de aprendizajes, el desarrollo del lenguaje y la inclusión al contexto escolar. El objetivo de esta investigación consistió en describir las interacciones mediante el juego en diadas madre-hijo con TEA. Participaron diez niños con TEA de 7 a 12 años, siete con severidad grado 1 y tres con grado 2. Se realizó la entrevista para el Diagnóstico del Autismo-Revisada (ADI-R), se aplicó la Escala de Observación para el Diagnóstico de Autismo-2 (ADOS-2) y se grabó un video de 15 minutos de juego con la diada madre-hijo. Como resultado, en las diadas madre-hijo se observaron puntajes altos en las alteraciones cualitativas de la interacción social recíproca de los niños, así como mayor porcentaje de interacción activa con respuestas verbales y objetales. En conclusión, el análisis de las interacciones en las diadas madre-hijo permitió describir con detalle las características del juego, así como las áreas del desarrollo que deben considerarse para el apoyo en los contextos familiares, educativos y terapéuticos. Es relevante que padres y educadores favorezcan las estrategias de interacción mediante el juego porque pueden modular los comportamientos de niños y niñas con TEA para facilitar su desarrollo integral e inclusión en el contexto escolar.

  • English

    Initial social behaviors through play are a fundamental tool for the development of social cognition, because the exchange of emotions, gestures, communication face to face, verbal expressions and joint attention are facilitated through the mother-child dyad. In interactions by way of play, pleasure and spontaneous activities are carried out with specific purposes that involve an active commitment, affective relationships, and imaginary situations, where rules are established, decisions are made, structures of solid knowledge are built with close relationships between objects, persons, words and meanings; also, diversity of interests and cognitive styles are expressed and individuals are constituted as members of a group. In children with autism spectrum disorder (ASD), the promotion of social interactions through play is relevant for the achievement of learning, language development and inclusion in the school context, because the disorder is characterized by deficiencies in reciprocity or social interaction, which makes it difficult for them to maintain and understand social relationships; due to alterations in non-verbal and verbal communication and the presence of stereotyped behaviors. The objective of this research was to describe the interactions through play in mother-child dyads with ASD. Ten children with ASD from 7 to 12 years of age participated, with diagnoses of child psychiatrists, confirmed by the interview for the Autism Diagnosis-Revised (ADI-R) sections a, b and c and the Observation Scale for the Diagnosis of Autism-2 (ADOS-2). With the difficulties observed in the evaluations of both instruments, the participants were classified in three levels of severity according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5): grade 1 when they need help, grade 2 when they need notable help, and grade 3 when they need very noticeable help. Children who obtained scores from 9 to 20 in ADOS-2 and 10 to 14 in ADI-R were grouped with grade 1, while, children who obtained scores ≥ 21 in ADOS-2 and ≥ 15 in ADI-R were classified with grade 2. Based on Psychobiology Laboratory research project about the study of the neurodevelopment of ASD, 15 minutes of the interaction of the mother-child dyad with ASD were videotaped, in play, in a space free of distracting stimuli and with adequate light. 10 intermediate minutes were analyzed; classifying the forms, responses and the type of game in the interaction. The forms as: a) Active vs Passive and b) Impositive vs. Non-Impositive; the answers as: a) verbal, b) object or c) gestual and the game in: a) sensorimotor, b) construction, c) rules and d) symbolic. As a result, in the mother-child dyads, high scores were observed in the qualitative alterations of the reciprocal social interaction of the children, as well as a higher percentage of active interaction with verbal and object responses. A predominance of the play of rules was observed, followed by the symbolic one, and the sensorimotor, with a lower percentage of the construction play. In the play of rules, the mothers established how to use the objects, in the symbolic, the children pretended the toys were talking, in the sensorimotor they placed the objects outside or inside the box and gave them to their mothers, while in the construction play, children build some structures taking criteria like color or form. In conclusion, the analysis of the interactions in the mother-child dyads describes in detail the characteristics of the game, as well as the areas of development that should be considered for it in the family, educational and therapeutic contexts. It is relevant that parents and educators implement interaction strategies through play, because they can modulate the behavior of boys and girls with ASD to facilitate their integral development and inclusion in the school context.