Los hermanos de niños con autismohabilidades lingüísticas y motrices más allá de los tres años

  1. Dunia Garrido 1
  2. Gloria Carballo 1
  3. Patricia Valverde 1
  1. 1 Universidad de Granada, España
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2022

Volumen: 28

Número: 2

Páginas: 209-216

Tipo: Artículo

DOI: 10.5093/PSED2022A3 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Objetivos de desarrollo sostenible

Resumen

Los hermanos de niños con trastorno del espectro autista (H-TEA) pueden mostrar dificultades tempranas en habilidades lingüísticas y motrices, aunque pocos estudios examinan estas habilidades en niños más mayores. Analizamos dichas habilidades en niños entre 4 y 7 años para saber si las dificultades permanecen, y conocer su magnitud. Se examinó el lenguaje expresivo, receptivo, motricidad fina y gruesa en 43 niños: 25 H-TEA y 18 hermanos de niños con desarrollo típico (H-DT) en diferentes pruebas estandarizadas. Los resultados indican que hay diferencias significativas (todas con ps < .05) entre ambos grupos, mostrando el grupo H-TEA peor desempeño lingüístico receptivo en comprensión gramatical y en motricidad, en dimensión de puntería y motricidad global. Se concluye que ser conscientes de esas dificultades lingüísticas y motrices y detectarlas, ayudará a los niños en su desarrollo global. Son necesarios estudios en H-TEA en etapas de infantil y primaria para saber cómo afectarán estas diferencias al ámbito escolar.

Referencias bibliográficas

  • Alloway, T. P. (2007). Working memory, reading, and mathematical skills in children with developmental coordination disorder. Journal of Experimental Child Psychology, 96(1), 20-36. https://doi.org/10.1016/j. jecp.2006.07.002
  • American Psychiatric Association (APA, 2013). Manual diagnóstico y estadístico de los trastornos mentales (DSM-5). Editorial Médica Panamericana.
  • Baio, J., Wiggins, L., Christensen, D. L., Maenner, M. J., Daniels, J., Warren, Z., Zurzius-Spencer, M., Zahorodny, W., Rosenberg C. R., White, T., Durkon,
  • M. S., Imm, P., Nikolaou, L., Yeargin-Allsopp, M., Lee, L., Harrington, R., Lopez, M., Fitzgerald, R. T., Hewitt, A., … Dowling, N. F. (2018). Prevalence of autism spectrum disorder among children aged 8 years— autism and developmental disabilities monitoring network, 11 sites, United States, 2014. MMWR Surveillance Summaries, 67(6), 1. https:// doi.org/10.15585/mmwr.ss6706a1
  • Bhat, A. N., Landa, R. J. y Galloway, J. C. (2011). Current perspectives on motor functioning in infants, children, and adults with autism spectrum disorders. Physical Therapy, 91(7), 1116-1129. https://doi. org/10.2522/ptj.20100294
  • Bishop, D. V. M., Maybery, M., Wong, D., Maley, A. y Hallmayer, J. (2006). Characteristics of the broader phenotype in autism: A study of siblings using the children’s communication checklist-2. American Journal of Medical Genetics. Part B., Neuropsychiatric Genetics: The Official Publication of The International Society of Psychiatric Genetics, 141B(2), 117-122. https://doi.org/10.1002/ajmg.b.30267
  • Brown, H. M., Oram-Cardy, J. y Johnson, A. (2013). A meta-analysis of the reading comprehension skills of individuals on the autism spectrum. Journal of Autism and Developmental Disorder, 43, 932-955. https:// doi.org/10.1007/s10803-012-1638-1
  • Bryson, S. E., Zwaigenbaum, L., McDermott, C., Rombough, V. y Brian, J. (2008). The Autism Observation Scale for Infants: Scale development and reliability data. Journal of Autism and Developmental Disorders, 38(4), 731-738. https://doi.org/10.1007/s10803-007-0440-y
  • Castro, M. C. y Martini, H. A. (2014). Potencia estadística y cálculo del tamaño del efecto en G*Power: complementos a las pruebas de significación estadística y su aplicación en psicología. Salud & Sociedad, 5(2), 210- 224. https://doi.org/10.22199/S07187475.2014.0002.00006
  • Chuthapisith, J., Ruangdaraganon, N., Sombuntham, T. y Roongpraiwan, R. (2007). Language development among the siblings of children with autistic spectrum disorder. Autism: The International Journal of Research and Practice, 11(2), 149-160. https://doi. org/10.1177/1362361307075706
  • Clark, J. E. (2007). On the problem of motor skill development. Journal of Physical Education, Recreation & Dance, 78(5), 39-44. https://doi.org/1 0.1080/07303084.2007.10598023
  • Craig, F., Lorenzo, A., Lucarelli, E., Russo, L., Fanizza, I. y Trabacca, A. (2018). Motor competency and social communication skills in preschool children with autism spectrum disorder. Autism Research, 11(6), 893- 902. https://doi.org/10.1002/aur.1939
  • Drumm, E. y Brian, J. (2013). The developing language abilities and increased risks of ‘unaffected’ siblings of children with autism spectrum disorder. Neuropsychiatry, 3(5), 1-12. https://doi.org/10.2217/npy.13.65
  • Dunn, L. M., Dunn, L. M. y Arribas, D. (2006). Peabody picture vocabulary test (PPVT-III) (3rd ed.) TEA ediciones.
  • Focaroli, V., Taffoni, F., Parsons, S. M., Keller, F. e Iverson, J. M. (2016). Performance of motor sequences in children at heightened vs. low risk for ASD: A longitudinal study from 18 to 36 months of age. Frontiers in Psychology, 7 (724), 1-9. https://doi.org/10.3389/fpsyg.2016.00724
  • Frith, U. y Happé, F. (1994). Language and communication in the autistic disorders. Philosophical Transactions of the Royal Society of London, Biological Sciences, 346(1315), 97-104. https://doi.org/10.1098/ rstb.1994.0133
  • Gamliel, I., Yirmiya, N., Jaffe, D. H., Manor, O. y Sigman, M. (2009). Developmental trajectories in siblings of children with autism: Cognition and language from 4 months to 7 years. Journal of Autism and Developmental Disorders, 39(8), 1131-1144. https://doi.org/10.1007/ s10803-009-0727-2
  • Gamliel, I., Yirmiya, N. y Sigman, M. (2007). The development of young siblings of children with autism from 4 to 54 months. Journal of Autism and Developmental Disorders, 37(1), 171-183. https://doi.org/10.1007/ s10803-006-0341-5
  • Garrido, D., Petrova, D., Watson, L. R., Garcia-Retamero, R. y Carballo, G. (2017). Language and motor skills in siblings of children with autism spectrum disorder: A meta-analytic review. Autism Research, 10(11), 1737-1750. https://doi.org/10.1002/aur.1829
  • Georgiades, S., Szatmari, P., Zwaigenbaum, L., Bryson, S., Brian, J., Roberts, W., Smith, I., Vaillancourt, T., Roncadin, C. y Garon, N. (2013). A prospective study of autistic-like traits in unaffected siblings of probands with autism spectrum disorder. JAMA Psychiatry, 70(1), 42- 48. https://doi.org/10.1001/2013.jamapsychiatry.1
  • Gilliam, J. E. (2004). Escala de evaluación de autistas de Gilliam (GARS). Pro.ed.
  • Green, D., Charman, T., Pickles, A., Chandler, S., Loucas, T., Simonoff, E. y Baird, G. (2009). Impairment in movement skills of children with autistic spectrum disorders. Developmental Medicine & Child Neurology, 51(4), 311-316. https://doi.org/10.1111/j.1469-8749.2008.03242.x
  • He, M., Walle, E. A. y Campos, J. J. (2015). A cross-national investigation of the relationship between infant walking and language development. Infancy 20(3), 283-305. https://doi.org/10.1111/infa.12071
  • Henderson, S. E., Sugden, D. A. y Barnett, A. L. (2007). Movement assessment battery for children MABC-2 (2nd ed.). Harcourt Assessment.
  • Hilton, C. L., Zhang, Y., Whilte, M. R., Klohr, C. L. y Constantino, J. (2012). Motor impairment in sibling pairs concordant and discordant for autism spectrum disorders. Autism: The International Journal of Research and Practice, 16(4), 430-441. https://doi.org/10.1177/1362361311423018
  • Iverson, J. M. (2010). Developing language in a developing body: The relationship between motor development and language development. Journal of Child Language, 37(2), 229-261. https://doi.org/10.1017/ S0305000909990432
  • Kwok, E., Brown, H., Smyth, R. y Cardy, J. O. (2015). Meta-analysis of receptive and expressive language skills in autism spectrum disorder. Research in Autism Spectrum Disorders, 9, 202-222. https://doi.org/10.1016/j. rasd.2014.10.008
  • Landa, R. y Garrett-Mayer, E. (2006). Development in infants with autism spectrum disorders: a prospective study. Journal of Child Psychology and Psychiatry, 47(6), 629-638. https://doi.org/10.1111/j.1469- 7610.2006.01531.x
  • LeBarton, E. S. e Iverson, J. M. (2013). Fine motor skill predicts expressive language in infant siblings of children with autism. Developmental Science, 16(6), 815-827. https://doi.org/10.1111/desc.12069
  • LeBarton, E. S. e Iverson, J. M. (2016). Associations between gross motor and communicative development in at-risk infants. Infant Behavior and Development, 44, 59-67. https://doi.org/10.1016/j.infbeh.2016.05.003
  • LeBarton, E. S. y Landa, R. J. (2019). Infant motor skill predicts later expressive language and autism spectrum disorder diagnosis. Infant Behavior and Development, 54, 37-47. https://doi.org/10.1016/j.infbeh.2018.11.003
  • Leonard, H. C., Bedford, R., Charman, T., Elsabbagh, M., Johnson, M. H. y Hill, E. L. (2014). Motor development in children at risk of autism: A follow-up study of infant siblings. Autism, 18(3), 281-291. https://doi. org/10.1177/1362361312470037
  • Leonard, H. C., Bedford, R., Pickles, A., Hill, E. L. y the BASIS Team. (2015). Predicting the rate of language development from early motor skills in at-risk infants who develop autism spectrum disorder. Research in Autism Spectrum Disorders, 13-14, 15-24. https://doi.org/10.1016/j. rasd.2014.12.012
  • Leonard, H. C. y Hill, E. L. (2014). The impact of motor development on typical and atypical social cognition: A systematic review. Child and Adolescent Mental Health, 19(3), 163-170. https://doi.org/10.1111/camh.12055
  • Levy, Y. y Bar-Yuda, C. (2011). Language performance in siblings of nonverbal children with autism. Autism, 15(3), 341-354. https://doi. org/10.1177/1362361310386504
  • Lubans, D. R., Morgan, P. J., Cliff, D. P., Barnett, L. M. y Okely, A. D. (2010). Fundamental movement skills in children and adolescents: Review of associated health benefits. Sports Medicine, 40(12), 1019-1035. https:// doi.org/10.2165/11536850-000000000-00000
  • MacDonald, M., Lord, C. y Ulrich, D. (2014). Motor skills and calibrated autism severity in young children with autism spectrum disorder. Adapted Physical Activity Quarterly, 31(2), 95-105. https://doi.org/10.1123/ apaq.2013-0068
  • Magalhaes, L. C., Cardoso, A. A. y Missiuna, C. (2011). Activities and participation in children with developmental coordination disorder: A systematic review. Research in Developmental Disabilities, 32(4), 1309- 1316. https://doi.org/10.1016/j.ridd.2011.01.029
  • Maljaars, J., Noens, I., Scholte, E. y van Berckelaer-Onnes, I. (2012). Language in low-functioning children with autistic disorder: Differences between receptive and expressive skills and concurrent predictors of language. Journal of Autism and Developmental Disorders, 42(10), 2181-2191. https://doi.org/10.1007/s10803-012-1476-1
  • Marrus, N., Hall, L. P., Paterson, S. J., Elison, J. T., Worff, J. J., Swanson, M. R., ParishMorris, J., Eggebrecht, A. T., Pruett, J. R., Hazlett, H. C., Zwaigenbaum, L., Dager, S., Estes, A. M., Schultz, R. T., Botteron, K. N., Piven, J., Constantino, J. N. e IBIS Network (2018). Language delay aggregates in toddler siblings of children with autism spectrum disorder. Journal of Neurodevelopmental Disorders, 10(29), 1-17. https://doi.org/10.1186/s11689-018-9247-8
  • Mendoza, E., Carballo, G., Muñoz, J. y Fresneda, M. D. (2005). CEG: Test de comprensión de estructuras gramaticales. TEA Ediciones.
  • Messinger, D., Young, G. S., Ozonoff, S., Dobkins, K., Carter, A., Zwaigenbaum, L., Landa, R., Charman, T., Stone, w. L., Constantino, J. N., Hutman, T., Carver, L. J, Bryson, S., Iverson, J. M., Strauss, M., Rogers, S. y Sigman, M. (2013). Beyond autism: A baby siblings research consortium study of highrisk children at three years of age. Journal of the American Academy of Child & Adolescent Psychiatry, 52(3), 300-308. https://doi.org/10.1016/j. jaac.2012.12.011
  • Oudgenoeg-Paz, O., Volman, M. C. y Leseman, P. P. (2012). Attainment of sitting and walking predicts development of productive vocabulary between ages 16 and 28 months. Infant Behavior and Development, 35(4), 733- 736. https://doi.org/10.1016/j.infbeh.2012.07.010
  • Ozonoff, S., Iosif, A., Baguio, F., Cook, I. C., Hill, M. M., Hutman, T., Rogers, S. J., Rozga, A., Sangha, S., Sigman, M., Steinfeld, M. B. y Young, G. S. (2010). A prospective study of the emergence of early behavioral signs of autism. Journal of the American Academy of Child y Adolescent Psychiatry, 49(3), 256-266. https://doi.org/10.1016/j.jaac.2009.11.009
  • Ozonoff, S., Young, G.S., Landa, R. J., Brian, J., Bryson, S., Charman, T., Chawawrska, K., Macari, S. L., Messinger, D., Stone, W. L., Zwaigenbaum, L. y Iosif, A. (2015). Diagnostic stability in young children at risk for autism spectrum disorder: A baby siblings research consortium study. Journal of Child Psychology and Psychiatry, 56(9), 988-998. https://doi.org/10.1111/ jcpp.12421
  • Piek, J. P., Hands, B. y Licari, M. K. (2012). Assessment of motor functioning in the preschool period. Neuropsychological Review, 22(4), 302-413. https://doi.org/10.1007/s11065-012-9211-4
  • Pilowsky, T., Yirmiya, N., Shalev, R. S. y Gross-Tsur, V. (2003). Language abilities of siblings of children with autism. Journal of Child Psychology and Psychiatry, 44(6), 914-925. https://doi.org/10.1111/1469- 7610.00175
  • Pisula, E., Ziegart-Sadowska, K. y Kawa, M. (2015). Broader autism phenotype in siblings of children with ASD: a review. International Journal of Molecular Sciences, 16(6), 13217-13258. https://doi. org/10.3390/ijms160613217
  • Piven J. (2001). The broad autism phenotype: A complementary strategy for molecular genetic studies of autism. American Journal of Medical Genetics,105(1), 34-35. https://doi.org/10.1002/1096- 8628(20010108)105:1<34::AID-AJMG1052>3.0.CO;2-D
  • Rutter, M., Le Couteur A. y Lord. C. (2011). ADI-R: Entrevista para el diagnóstico del autismo: revisada. TEA Ediciones.
  • Semel, E. M., Wiig, E. H. y Secord, W. (2004). CELF-P2: Clinical evaluation of language fundamentals Preschool (2nd ed.) (Spanish edition). Psych Corp.
  • Semel, E. M., Wiig, E. H. y Secord, W. (2006). CELF 4: Clinical evaluation of language fundamentals 4 (Spanish ed.). Psych Corp.
  • Szatmari, P., Mèrette, C., Emond, C., Zwaigenbaum, L., Jones, M. B., Maziade, M., Roy, M. A. y Palmour, R. (2008). Decomposing the autism phenotype into familial dimensions. American Journal of Medical Genetics Part B, Neuropsychiatric Genetics, 147B(1), 3-9. https://doi.org/10.1002/ ajmg.b.30561
  • Toth, K., Dawson, G., Meltzoff, A. N., Greenson, J. y Fein, D. (2007). Early social, imitation, play, and language abilities of young non-autistic siblings of children with autism. Journal of Autism and Developmental Disorders, 37(1), 145-157. https://doi.org/10.1007/s10803-006-0170-6
  • Walle, E. A. y Campos, J. J. (2014). Infant language development is related to the acquisition of walking. Developmental Psychology, 50(2), 336-348. https://doi.org/10.1037/a0033238
  • Wechsler, D. (2012). Wechsler preschool and primary scale of intelligence (4th ed.). Psychological Corporation.
  • Zwaigenbaum, L., Bryson, S., Rogers, T., Roberts, W., Brian, J. y Szatmari, P. (2005). Behavioral manifestations of autism in the first year of life. International Journal of Developmental Neuroscience, 23(2-3), 143- 152. https://doi.org/10.1016/j.ijdevneu.2004.05.001
Fuente de los datos: Dialnet