The complementarity of parents and professionals in early intervention assessment

Detalhes bibliográficos
Autor(a) principal: Pereira, Ana Paula da Silva
Data de Publicação: 2020
Outros Autores: Jurdi, Andréa Perosa Saigh, Silva Reis, Helena Isabel
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/35318
Resumo: The aim of the study was to analyze the convergence between parents and professionals regarding the assessment of the social interaction dimension in children with Autism Spectrum Disorder (ASD), between the ages of 3 and 6 years, supported by the early intervention system in Portugal. The methodology applied was quantitative and the sample consisted of 128 children with ASD. The results show that: parents assess the social interaction dimension more positively compared to professionals; the variable ages influenced the assessment of parents and professionals, with a positive relationship between skills and the advancement of the children’s age; the variables training, years of experience of professionals in supporting children with ASD, educational and occupation parents levels did not influence the results in social interaction dimension. Therefore, research suggests the importance of early intervention, and the collaborative relationships between parents and professionals in the assessment process.
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spelling The complementarity of parents and professionals in early intervention assessmentLa complementariedad de padres y profesionales en la evaluación en la intervención tempranaA complementaridade de pais e de profissionais na avaliação em Intervenção Precoceearly interventionassessmentparentsprofessionalsautism spectrum disordersocial interaction.Intervenção PrecoceAvaliaçãoPaisProfissionaisTranstorno do Espectro do Autismointervención precozevaluaciónpadresprofesionalestrastorno del espectro autistainteracción social.The aim of the study was to analyze the convergence between parents and professionals regarding the assessment of the social interaction dimension in children with Autism Spectrum Disorder (ASD), between the ages of 3 and 6 years, supported by the early intervention system in Portugal. The methodology applied was quantitative and the sample consisted of 128 children with ASD. The results show that: parents assess the social interaction dimension more positively compared to professionals; the variable ages influenced the assessment of parents and professionals, with a positive relationship between skills and the advancement of the children’s age; the variables training, years of experience of professionals in supporting children with ASD, educational and occupation parents levels did not influence the results in social interaction dimension. Therefore, research suggests the importance of early intervention, and the collaborative relationships between parents and professionals in the assessment process.La investigación tiene como objetivo analizar la convergencia entre padres y profesionales con respecto a la evaluación del área de interacción social en niños con TEA, entre los 3 y los 5 años de edad, apoyadas por el sistema de intervención precoz en Portugal. La metodología es de naturaleza cuantitativa correlacional y la muestra ha sido constituida por 128 niños con TEA. Los resultados concluyen que los padres evalúan más positivamente la dimensión de la interacción social, comparados a los profesionales; la variable edad ha influenciado la evaluación de padres y de profesionales, comprobándose una relación positiva entre las competencias y el avance de la edad de los niños; las variables formación inicial, años de experiencia de los profesionales en el apoyo a niños con TEA, nivel educacional y profesional de los padres, no han influenciado los  resultados al nivel de la interacción social. La investigación sugiere la importancia de la intervención precoz, priorizándose las relaciones de colaboración entre padres y profesionales en el proceso de evaluación.O estudo teve por objetivo analisar a convergência entre pais e profissionais relativamente à avaliação da área da interação social em crianças com TEA, entre 3 e 6 anos, apoiadas pelo sistema de intervenção precoce em Portugal. A metodologia é de natureza quantitativa correlacional e a amostra foi constituída por 128 crianças com TEA. Os resultados concluem que os pais avaliam mais positivamente, a dimensão da interação social, comparativamente com os profissionais; a variável idade influenciou a avaliação de pais e de profissionais, verificando-se uma relação positiva entre as competências e o avanço da idade das crianças; as variáveis formação inicial, anos de experiência dos profissionais no apoio a crianças com TEA, nível educacional e profissional dos pais não influenciaram os resultados ao nível da interação social. A investigação sugere a importância da intervenção precoce, priorizando as relações de colaboração entre pais e profissionais no processo de avaliação.Editora da PUCRS - ediPUCRS2020-05-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/3531810.15448/1981-2582.2020.1.35318Educação; Vol. 43 No. 1 (2020); e35318Educação; Vol. 43 Núm. 1 (2020); e35318Educação; v. 43 n. 1 (2020); e353181981-25820101-465X10.15448/1981-2582.2020.1reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/35318/19701Copyright (c) 2020 Educaçãohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPereira, Ana Paula da SilvaJurdi, Andréa Perosa SaighSilva Reis, Helena Isabel2021-09-14T18:20:29Zoai:ojs.revistaseletronicas.pucrs.br:article/35318Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2021-09-14T18:20:29Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv The complementarity of parents and professionals in early intervention assessment
La complementariedad de padres y profesionales en la evaluación en la intervención temprana
A complementaridade de pais e de profissionais na avaliação em Intervenção Precoce
title The complementarity of parents and professionals in early intervention assessment
spellingShingle The complementarity of parents and professionals in early intervention assessment
Pereira, Ana Paula da Silva
early intervention
assessment
parents
professionals
autism spectrum disorder
social interaction.
Intervenção Precoce
Avaliação
Pais
Profissionais
Transtorno do Espectro do Autismo
intervención precoz
evaluación
padres
profesionales
trastorno del espectro autista
interacción social.
title_short The complementarity of parents and professionals in early intervention assessment
title_full The complementarity of parents and professionals in early intervention assessment
title_fullStr The complementarity of parents and professionals in early intervention assessment
title_full_unstemmed The complementarity of parents and professionals in early intervention assessment
title_sort The complementarity of parents and professionals in early intervention assessment
author Pereira, Ana Paula da Silva
author_facet Pereira, Ana Paula da Silva
Jurdi, Andréa Perosa Saigh
Silva Reis, Helena Isabel
author_role author
author2 Jurdi, Andréa Perosa Saigh
Silva Reis, Helena Isabel
author2_role author
author
dc.contributor.author.fl_str_mv Pereira, Ana Paula da Silva
Jurdi, Andréa Perosa Saigh
Silva Reis, Helena Isabel
dc.subject.por.fl_str_mv early intervention
assessment
parents
professionals
autism spectrum disorder
social interaction.
Intervenção Precoce
Avaliação
Pais
Profissionais
Transtorno do Espectro do Autismo
intervención precoz
evaluación
padres
profesionales
trastorno del espectro autista
interacción social.
topic early intervention
assessment
parents
professionals
autism spectrum disorder
social interaction.
Intervenção Precoce
Avaliação
Pais
Profissionais
Transtorno do Espectro do Autismo
intervención precoz
evaluación
padres
profesionales
trastorno del espectro autista
interacción social.
description The aim of the study was to analyze the convergence between parents and professionals regarding the assessment of the social interaction dimension in children with Autism Spectrum Disorder (ASD), between the ages of 3 and 6 years, supported by the early intervention system in Portugal. The methodology applied was quantitative and the sample consisted of 128 children with ASD. The results show that: parents assess the social interaction dimension more positively compared to professionals; the variable ages influenced the assessment of parents and professionals, with a positive relationship between skills and the advancement of the children’s age; the variables training, years of experience of professionals in supporting children with ASD, educational and occupation parents levels did not influence the results in social interaction dimension. Therefore, research suggests the importance of early intervention, and the collaborative relationships between parents and professionals in the assessment process.
publishDate 2020
dc.date.none.fl_str_mv 2020-05-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/35318
10.15448/1981-2582.2020.1.35318
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/35318
identifier_str_mv 10.15448/1981-2582.2020.1.35318
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/35318/19701
dc.rights.driver.fl_str_mv Copyright (c) 2020 Educação
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Educação
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Educação; Vol. 43 No. 1 (2020); e35318
Educação; Vol. 43 Núm. 1 (2020); e35318
Educação; v. 43 n. 1 (2020); e35318
1981-2582
0101-465X
10.15448/1981-2582.2020.1
reponame:Educação
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron:PUC_RS
instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str Educação
collection Educação
repository.name.fl_str_mv Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv editora.periodicos@pucrs.br||reveduc@pucrs.br
_version_ 1799128746038394880

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