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OASID, an Instrument for Assessing Autism Spectrum Disorders in Individuals with Intellectual Disabilities Combined with Visual Impairments or Deafblindness
Journal of Visual Impairment & Blindness ( IF 1.128 ) Pub Date : 2021-03-22 , DOI: 10.1177/0145482x211000965
Gitta de Vaan 1 , Mathijs P. J. Vervloed 1
Affiliation  

Professionals providing educational services to individuals with visual impairments or deafblindness are often consulted about the behavior of these individuals with multiple disabilities. An area of specific interest is the possible presence of autism spectrum disorders (hereafter, autism) in this population. Autism is a developmental disorder characterized by impairments in social communication, interaction, and restricted and repetitive behavior patterns or stereotyped behavior (American Psychiatric Association, 2013). Behavioral characteristics that are typical for autism are also prevalent in individuals with combined intellectual disabilities and visual impairment or deafblindness (Belote & Maier, 2014; Dammeyer, 2014; de Vaan et al., 2013; Evenhuis et al., 2009; Hoevenaars-van den Boom et al., 2009; Probst & Borders, 2017). Both autism and deafblindness affect the way sensory information is accessed and processed. As Dammeyer (2014, p. 1095) pointed out, “The main consequences of congenital sensory impairment, being barriers for communication, language and social interaction development, may lead to symptoms of autism.” For example, in the area of communication and interaction, both an intellectual disability and a visual impairment can cause a delay in the development of language or odd language use, especially for social purposes (Tadić et al., 2010; Tager-Flusberg et al., 2005; Warren, 1994). A visual impairment, and particularly blindness, can also lead to difficulties in nonverbal communication, such as the inability to make eye contact, follow gaze direction, and perceive facial expressions and gestures. Individuals with intellectual disabilities also show stereotypical behaviors frequently (Militerni et al., 2002). Examples of such behaviors are fidgeting with hands and fingers, rocking the body, and moving the head. In persons with visual impairment and deafblindness, specific stereotyped behaviors are also frequent, such as eye poking or pressing and echolalia (Tröster et al., 1991), notwithstanding that these behaviors may serve a completely different purpose in individuals who are blind than in persons with autism (Andrews & Wyver, 2005; Probst & Borders, 2017). A comprehensive overview of overlapping characteristics is given by Belote and Maier (2014).

中文翻译:

OASID,一种评估智障人士合并视力障碍或聋盲的自闭症谱系障碍的工具

经常向为视力障碍或失聪的人提供教育服务的专业人员咨询这些多发性残障人士的行为。特别关注的领域是该人群中可能存在自闭症谱系障碍(以下称为自闭症)。自闭症是一种发展障碍,其特征是社交沟通,互动,受限和重复的行为模式或刻板行为受损(美国精神病学协会,2013)。自闭症的典型行为特征在智力障碍,视力障碍或失聪的个体中也很普遍(Belote&Maier,2014; Dammeyer,2014; de Vaan等人,2013; Evenhuis等人,2009; Hoevenaars-van den Boom等人,2009; Probst&Borders,2017)。自闭症和耳聋都会影响感觉信息的访问和处理方式。正如Dammeyer(2014,p.1095)指出的那样,“先天性感觉障碍的主要后果是交流,语言和社交互动发展的障碍,可能导致自闭症。” 例如,在交流和互动领域,智障和视力障碍都可能导致语言或奇怪语言使用的发展出现延迟,特别是出于社会目的(Tadić等,2010; Tager-Flusberg等) (2005;沃伦(Warren),1994)。视力障碍,尤其是失明,也会导致非语言交流中的困难,例如无法进行眼神交流,无法注视方向,无法感知面部表情和手势。智障人士也经常表现出刻板印象的行为(Militerni等,2002)。这样的行为的例子有手和手指的烦躁,摇动身体和移动头部。在视力障碍和耳聋的人中,特定的刻板印象行为也很常见,例如eye眼或压迫和回声(Trösteret al。,1991),尽管这些行为可能与盲人和盲人的目的完全不同。自闭症(Andrews&Wyver,2005; Probst&Borders,2017)。Belote和Maier(2014)给出了重叠特征的综合概述。在视力障碍和耳聋的人中,特定的定型行为也很常见,例如戳戳或压迫和回声(Trösteret al。,1991),尽管这些行为可能对盲人和盲人起着完全不同的作用。自闭症(Andrews&Wyver,2005; Probst&Borders,2017)。Belote和Maier(2014)给出了重叠特征的综合概述。在视力障碍和耳聋的人中,特定的刻板印象行为也很常见,例如eye眼或压迫和回声(Trösteret al。,1991),尽管这些行为可能与盲人和盲人的目的完全不同。自闭症(Andrews&Wyver,2005; Probst&Borders,2017)。Belote和Maier(2014)给出了重叠特征的综合概述。
更新日期:2021-03-22
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