BEHAVIOURAL PROBLEMS

PROJECT OF STUDY OF THE BEHAVIOR PROBLEMS

Introduction
From the observations and evaluations carried out during the protocol of studies on the language evolutions, it came out that many children show several behavior problems, certainly even  because of disturbances in the communicative area.

A behavior problem (Emerson 2005) consist in a destructive and/or dangerous behavior for the individual, the others, the environment or a behavior that prevents learning and social interaction.

The presence of these behaviors involves in daily life insufficient attention and collaboration to the proposals that come from adults, insufficient ability to keep exchanges with equals and we have often noticed that, without a suitable rehabilitative therapy, these behaviors are degenerative (like in autism)

This represents a similarity aspect with the disturbances of the autistic spectre, diagnosis that is excluded in these syndromes considering their genetic origin, but which could be part, like for other genetic syndromes (x weak, down…), of the case history

Starting form this datum it was thought to focus on this emergent aspect and to study in depth the meaning of these behaviors.

Instruments
The following tests will be done for all the children:
- The Vineland rating scale which grades the personal autonomy and the social responsibility  
- The ADI-R (Autistim Dianostic Interview – Revised) test or the ADOS (Autism Diagnostic Observation Schedule) test
- External consulting made by an expert behavioral analyst (certified BACB) Dr. Degli Espinosa Francesca http://www.analisicomportamentale.com

Description of the tools
The Vineland Adaptive Behavior Scales consist in four scales and eleven subscales.
Communication
Receipt: what the subject understands;
Expression: what the subject says;
Writing: what the subject reads and writes.

Daily abilities
Personal: how the subject eats, gets dressed and cares about his personal hygiene;
Domestic: which domestic works the subject does;
Community: how the subject spends his time, money, phone, and working abilities.

Socialization
Interpersonal relations: how the subject interacts with the others;
Playing and free time: how the subject plays and spends his free time;
Social Rules: how the subject express his sense of responsibility towards the others.

Motor abilities
Rough: how the subject uses arms and legs for movement and coordination;
Fine: how the subject uses his hands and fingers to manipulate things.

While  ADI-R is the only standarized instrument known until today for making an autism diagnosis for adults and adolescents,
The ADOS proposes an observation protocol of social and communicative behaviors connected to the autism.

Objectives
To outline a neuro-cognitive profile together with the evaluations done during the clinical protocol and the language protocol.
If this evaluation has a positive outcome, it will be suggested to our families the intensive rehabilitative treatment, indicated for autism, of at least  20 hours per week  (see the document  S.I.N.P.I.A.) with particular reference to effective methods for autism (A.B.A).