A compreensão emocional e as habilidades sociocognitivas no Transtorno do Espectro Autista
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Data
2023-04
Autores
Orientador
Bücker, Joana
Banca
César, Carla Patrícia Hernandez Alves Ribeiro
Lima, Aveliny Mantovan
Laste, Gabriela
Título do periódico
ISSN
Título do Volume
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Resumo
INTRODUÇÃO: Existem evidências na literatura de que crianças diagnosticadas com Transtorno do Espectro Autista apresentam dificuldades no reconhecimento e na compreensão das emoções. Estas dificuldades podem estar associadas a prejuízos específicos na cognição, podendo impactar diretamente nas habilidades sociais. No entanto, estes dados ainda não são conclusivos, necessitando de mais estudos neste campo. OBJETIVOS/METÓDOS: Foi de avaliar o desempenho das habilidades sociocognitivas e a compreensão emocional em dezenove crianças com TEA (sem déficit intelectual associado), em comparação a um grupo controle, composto pelo o mesmo número de crianças típicas (que apresentam o desenvolvimento global dentro do esperado), considerando as idades de 06 a 12 anos. As avaliações foram realizadas por meio dos seguintes instrumentos: o quoeficiente de inteligência - QI, por meio da Escala Wechsler Abreviada de Inteligência ou Escala WASI; a atenção por meio do Continuous Performance Test – Identical Pairs (CPT-IP); as funções executivas por meio do Trail Making Test (TMT); a memória de trabalho por meio do subteste dígitos da Escala Wechsler; a compreensão emocional por meio do TEC Digital (software) – Teste de Compreensão Emocional; a prosódia emocional por meio da Tarefa afeto receptiva do PEPS-C BR (Profiling Elements of Prosody in Speech-Communication); a linguagem será avaliada por meio do Teste Strange Stories. RESULTADO: Identificou-se melhor desempenho das funções executivas por parte do grupo estudo (p<0.02). Houveram significâncias em relação à desenvoltura social (p< 0.045), problemas de comportamento (0.03) e compreensão emocional, por meio da avaliação da linguagem (p<0.001) e expressões faciais (p<0.006), sendo que o grupo estudo apresentou desempenho inferior em relação ao grupo controle. CONCLUSÃO: A compreensão emocional está relacionada com o comportamento social no TEA. O presente estudo apresenta esta relação e a importância do desenvolvimento de técnicas e/ou atividades relacionadas ao desenvolvimento da compreensão e expressões emocionais no TEA.
ABSTRACT INTRODUCTION: There is evidence in the literature that children diagnosed with Autism Spectrum Disorder have difficulties in recognizing and understanding emotions. These difficulties may be associated with specific impairments in cognition, which may have a direct impact on social skills. However, these data are not yet conclusive, requiring further studies in this field. OBJECTIVES/METHODS: It was to evaluate the performance of socio-cognitive skills and emotional understanding in nineteen children with ASD (without associated intellectual deficit), in comparison with a control group, composed of the same number of typical children (who present global development within than expected), considering the ages of 06 to 12 years. Assessments were performed using the following instruments: the intelligence quotient - IQ, using the Wechsler Abbreviated Intelligence Scale or WASI Scale; attention through the Continuous Performance Test – Identical Pairs (CPT-IP); executive functions through the Trail Making Test (TMT); working memory through the digits subtest of the Wechsler Scale; emotional understanding through TEC Digital (software) – Emotional Comprehension Test; emotional prosody through the Receptive Affection Task of the PEPS-C BR (Profiling Elements of Prosody in Speech-Communication); the language will be evaluated through the Strange Stories Test. RESULT: A better performance of executive functions by the study group was identified (p<0.02). There were significances in relation to social resourcefulness (p< 0.045), behavior problems (0.03) and emotional understanding, through the assessment of language (p<0.001) and facial expressions (p<0.006), with the study group performing worse than the control group. CONCLUSION: Emotional understanding is related to social behavior in ASD. This study presents this relationship and the importance of developing techniques and/or activities related to the development of understanding and emotional expressions in ASD.
ABSTRACT INTRODUCTION: There is evidence in the literature that children diagnosed with Autism Spectrum Disorder have difficulties in recognizing and understanding emotions. These difficulties may be associated with specific impairments in cognition, which may have a direct impact on social skills. However, these data are not yet conclusive, requiring further studies in this field. OBJECTIVES/METHODS: It was to evaluate the performance of socio-cognitive skills and emotional understanding in nineteen children with ASD (without associated intellectual deficit), in comparison with a control group, composed of the same number of typical children (who present global development within than expected), considering the ages of 06 to 12 years. Assessments were performed using the following instruments: the intelligence quotient - IQ, using the Wechsler Abbreviated Intelligence Scale or WASI Scale; attention through the Continuous Performance Test – Identical Pairs (CPT-IP); executive functions through the Trail Making Test (TMT); working memory through the digits subtest of the Wechsler Scale; emotional understanding through TEC Digital (software) – Emotional Comprehension Test; emotional prosody through the Receptive Affection Task of the PEPS-C BR (Profiling Elements of Prosody in Speech-Communication); the language will be evaluated through the Strange Stories Test. RESULT: A better performance of executive functions by the study group was identified (p<0.02). There were significances in relation to social resourcefulness (p< 0.045), behavior problems (0.03) and emotional understanding, through the assessment of language (p<0.001) and facial expressions (p<0.006), with the study group performing worse than the control group. CONCLUSION: Emotional understanding is related to social behavior in ASD. This study presents this relationship and the importance of developing techniques and/or activities related to the development of understanding and emotional expressions in ASD.
Descrição
Palavras-chave
Transtorno do Espectro Autista; Habilidades Sociais; Cognição; Processamento de emoção facial; reconhecimento das emoções na voz; Social skills; Cognition; Facial recognition; Voice recognition; Autism spectrum disorder
Citação
SANTANA, Vitoria Santos. A compreensão emocional e as habilidades sociocognitivas no Transtorno do Espectro Autista. 2023. Dissertação (Mestrado) – Curso de Ciências Médicas, Universidade do Vale do Taquari - Univates, Lajeado, 24 abr. 2023. Disponível em: http://hdl.handle.net/10737/3921.