• Reaktywność sensoryczna i teoria umysłu. Zróżnicowane uwarunkowania nasilenia poszczególnych symptomów zaburzeń ze spektrum auty

Celem podjętych w książce analiz było scharakteryzowanie wzorców zróżnicowania nasilenia poszczególnych symptomów zaburzeń ze spektrum autyzmu (ASD) poprzez poziom reaktywności sensorycznej i poziom rozwoju teorii umysłu. Opis tych wzorców pozwolił sformułować propozycje uporządkowania oddziaływań terapeutycznych dla dzieci z ASD. Ponadto przeanalizowano historyczne i aktualne koncepcje wyjaśniające genezę i przebieg ASD, przebieg i rozwój procesów przetwarzania sensorycznego oraz rozwój teorii umysłu. Książka zainteresuje terapeutów, nauczycieli, rodziców i członków rodzin dzieci z ASD, a także studentów psychologii, pedagogiki, logopedii planujących zaangażowanie zawodowe w rehabilitację dzieci z zaburzeniami ze spektrum autyzmu. Pozycja ta odpowie na potrzeby każdego Czytelnika chcącego lepiej rozumieć, bardziej akceptować i efektywniej wspierać osoby z ASD. „Jest to (...) praca naukowa, prezentująca oryginalny projekt badawczy, zrealizowany w interesującym, ważnym i wciąż słabo poznanym obszarze. Temat pracy odnosi się do jednego z najbardziej zagadkowych problemów w obszarze wiedzy o zaburzeniach ze spektrum autyzmu (autism spectrum disorders, ASD), tj. związków nietypowego odbioru i przetwarzania bodźców sensorycznych z symptomami tych zaburzeń. Uwzględnienie znaczenia teorii umysłu w kontekście powyższego związku czyni tę pracę nowatorską". prof. Ewa Pisula, Wydział Psychologii Uniwersytetu Warszawskiego, fragment recenzji

Podtytuł Reaktywność sensoryczna i teoria umysłu. Zróżnicowane uwarunkowania nasilenia poszczególnych symptomów zaburzeń ze spektrum autyzmu (ASD)
Autor Karolina Krzysztofik
Rok wydania 2021
Oprawa Miękka
Format 165x235
Stron 218
65.00 49.40
Do końca promocji pozostało:
szt. Do przechowalni
Wysyłka w ciągu 24h
ISBN 978-83-8102-542-3
Celem podjętych w książce analiz było scharakteryzowanie wzorców zróżnicowania nasilenia poszczególnych symptomów zaburzeń ze spektrum autyzmu (ASD) poprzez poziom reaktywności sensorycznej i poziom rozwoju teorii umysłu. Opis tych wzorców pozwolił sformułować propozycje uporządkowania oddziaływań terapeutycznych dla dzieci z ASD. Ponadto przeanalizowano historyczne i aktualne koncepcje wyjaśniające genezę i przebieg ASD, przebieg i rozwój procesów przetwarzania sensorycznego oraz rozwój teorii umysłu.

Książka zainteresuje terapeutów, nauczycieli, rodziców i członków rodzin dzieci z ASD, a także studentów psychologii, pedagogiki, logopedii planujących zaangażowanie zawodowe w rehabilitację dzieci z zaburzeniami ze spektrum autyzmu. Pozycja ta odpowie na potrzeby każdego Czytelnika chcącego lepiej rozumieć, bardziej akceptować i efektywniej wspierać osoby z ASD.


„Jest to (...) praca naukowa, prezentująca oryginalny projekt badawczy, zrealizowany w interesującym, ważnym i wciąż słabo poznanym obszarze. Temat pracy odnosi się do jednego z najbardziej zagadkowych problemów w obszarze wiedzy o zaburzeniach ze spektrum autyzmu (autism spectrum disorders, ASD), tj. związków nietypowego odbioru i przetwarzania bodźców sensorycznych z symptomami tych zaburzeń. Uwzględnienie znaczenia teorii umysłu w kontekście powyższego związku czyni tę pracę nowatorską".
prof. Ewa Pisula, Wydział Psychologii Uniwersytetu Warszawskiego, fragment recenzji

Wstęp 9

Rozdział 1
Zaburzenia ze spektrum autyzmu (ASD) 13
1.1. Zaburzenia ze spektrum autyzmu (ASD) - kryteria diagnostyczne i koncepcje wyjaśniające 13
1.1.1. Zaburzenia ze spektrum autyzmu (ASD) w historycznych klasyfikacjach diagnostycznych 13
1.1.2. Zaburzenia ze spektrum autyzmu (ASD) w aktualnych klasyfikacjach diagnostycznych 15
1.2. Geneza i przebieg zaburzeń ze spektrum autyzmu (ASD) 18
1.2.1. Kierunki badań skoncentrowane na wczesnych relacjach społecznych dziecka 18
1.2.2. Kierunki badań skoncentrowane na czynnikach genetycznych 19
1.2.3. Kierunki badań skoncentrowane na prenatalnych i okołonatalnych czynnikach środowiskowych 21
1.2.4. Kierunki badań skoncentrowane na czynnikach metabolicznych 22
1.2.5. Kierunki badań skoncentrowane na czynnikach neurologicznych 23
1.2.6. Kierunki badań skoncentrowane na przebiegu procesów integrowania danych sensorycznych 27
1.2.7. Kierunki badań skoncentrowane na przebiegu procesów poznawczych 28
1.2.8. W kierunku integracji dotychczasowej wiedzy na temat ASD - model X Shape U. Frith (2012) 34

Rozdział 2
Udział procesów integracji danych sensorycznych w wyjaśnianiu genezy i przebiegu zaburzeń ze spektrum autyzmu (ASD) 37
2.1. Procesy integracji danych sensorycznych 37
2.1.1. Procesy integracji danych sensorycznych - historyczne i aktualne definicje i koncepcje 38
2.1.2. Rozwój i znaczenie poszczególnych systemów sensorycznych 41
2.1.3. Neurofizjologiczne podłoże przebiegu procesów integracji danych sensorycznych 45
2.1.4. Zaburzenia przebiegu procesów integracji danych sensorycznych - przyczyny i typologia 49
2.1.5. Procesy integracji danych sensorycznych a procesy powstawania wrażeń i spostrzegania 52
2.1.6. Procesy integracji danych sensorycznych a cechy temperamentu i osobowości 56
2.1.7. Aktualne kierunki badań procesów integracji danych sensorycznych 62
2.2. Zaburzenia w przebiegu procesów integracji danych sensorycznych u osób z ASD 63
2.2.1. Wczesne podejścia badaczy do przebiegu procesów integracji danych sensorycznych u osób z ASD 63
2.2.2. Aktualne kierunki badań procesów integracji danych sensorycznych osób z ASD 65
2.2.3. Mechanizmy powstawania nieprawidłowości w przebiegu procesów integracji danych sensorycznych u osób z ASD - modele wyjaśniające 69
2.2.4. Związki procesów integrowania danych sensorycznych osób z ASD z innymi zmiennymi 70

Rozdział 3
Udział teorii umysłu w wyjaśnianiu genezy i przebiegu zaburzeń ze spektrum autyzmu (ASD) 73
3.1. Teoria umysłu jako element poznania społecznego 73
3.1.1. Poznanie społeczne i psychologiczne aspekty przyjmowania perspektywy 73
3.1.2. Teoria umysłu − historyczna i aktualna definicja 75
3.1.3. Teoria umysłu - koncepcje wyjaśniające 78
3.1.4. Funkcja teorii umysłu a jej struktura 84
3.1.5. Teoria umysłu w relacji do procesów i kompetencji poznawczych 86
3.1.6. Teoria umysłu a aktywność struktur ośrodkowego układu nerwowego 90
3.2. Teoria umysłu u osób z ASD 91
3.2.1. Systemy implicite i explicite teorii umysłu u osób z ASD 91
3.2.2. Rozwój procesów i kompetencji poznawczych pozostających w relacji do teorii umysłu u osób z ASD 93
3.2.3. Teoria umysłu w relacji do kompetencji społecznych i językowych oraz funkcji wykonawczych u osób z ASD 97
3.2.4. Teoria umysłu a nasilenie symptomów ASD 99

Rozdział 4
Metodologia badań własnych 101
4.1. Teoretyczny model badań, problem badawczy i hipotezy 101
4.2. Charakterystyka badanej grupy 108
4.3. Narzędzia badawcze 112
4.3.1. Skala Nasilenia Symptomów ASD (SNS ASD) 112
4.3.2. Kwestionariusz Doświadczeń Sensorycznych (KDS) 115
4.3.3. Skala Mechanizmu Teorii Umysłu (SToMM) 117
4.3.4. Arkusz danych socjodemograficznych 121
4.4. Procedura badań własnych 122
4.5. Statystyczne procedury analizy wyników 123

Rozdział 5
Nasilenie symptomów ASD, poziom reaktywności sensorycznej oraz poziom rozwoju elementów Mechanizmu Teorii Umysłu (ToMM) u dzieci z ASD - analiza stanu 125
5.1. Nasilenie symptomów ASD w grupie badanych dzieci - prezentacja uzyskanych wyników 125
5.2. Poziom reaktywności sensorycznej w grupie badanych dzieci - prezentacja uzyskanych wyników 127
5.3. Poziom rozwoju elementów Mechanizmu Teorii Umysłu (ToMM) w grupie badanych dzieci - prezentacja uzyskanych wyników 128
5.4. Dyskusja uzyskanych wyników badań z zakresu stanu analizowanych zmiennych 129

Rozdział 6
Zróżnicowanie nasilenia symptomów ASD ze względu na poziom reaktywności sensorycznej u dzieci z ASD 131
6.1. Zróżnicowanie nasilenia poszczególnych symptomów ASD ze względu na poziom reaktywności sensorycznej u dzieci z ASD - prezentacja wyników 131
6.2. Dyskusja wyników przeprowadzonych analiz 154
6.3. Teoretyczne i praktyczne implikacje uzyskanych wyników 162

Rozdział 7
Zróżnicowanie nasilenia symptomów ASD ze względu na poziom rozwoju elementów Mechanizmu Teorii Umysłu (ToMM) u dzieci z ASD 165
7.1. Zróżnicowanie nasilenia poszczególnych symptomów ASD ze względu na poziom rozwoju elementów Mechanizmu Teorii Umysłu (ToMM) u dzieci z ASD - prezentacja wyników 165
7.2. Dyskusja wyników przeprowadzonych analiz 172
7.3. Teoretyczne i praktyczne implikacje uzyskanych wyników 174

Wnioski końcowe 177
Bibliografia 183
Spis tabel i rysunków 211
Streszczenie 215
Summary 217

DR KAROLINA KRZYSZTOFIK - psycholog, terapeuta integracji sensorycznej, asystent w Katedrze Psychologii Pracy, Organizacji i Rehabilitacji Psychospołecznej Katolickiego Uniwersytetu Lubelskiego Jana Pawła II, wieloletnia terapeutka dzieci i młodzieży z zaburzeniami ze spektrum autyzmu. Absolwentka studiów podyplomowych z zakresu przygotowania pedagogicznego i oligofrenopedagogiki oraz uczestniczka licznych szkoleń z obszaru diagnozy i terapii rozwoju dziecka. Autorka publikacji naukowych z zakresu przebiegu procesów przetwarzania sensorycznego i teorii umysłu u dzieci z ASD.

Recenzja: prof. Ewa Pisula, Uniwersytet Warszawski

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