Assessment of functional behavior of children with autism spectrum disorders in early age in collaboration with families and speech therapists.

Šiame straipsnyje pateikiamo tyrimo tikslas – atskleisti ankstyvojo amžiaus autizmo spektro sutrikimą turinčių vaikų funkcinio elgesio vertinimo metodikos taikymo galimybes, bendradarbiaujant specialistams (logopedams) ir tėvams. Tyrime dalyvavo 16 logopedų, dirbančių sveikatos apsaugos ir švietimo sistemose.The aim of the interview with speech therapists was to reveal the possibilities of applying the methodology of the assessment of functional behavior of children with autism spectrum disorders in early age in collaboration with specialists (speech therapists) and parents. The research was performed in accordance with the qualitative research methodology. The following research data collection and analysis methods were used: analysis of scientific sources, content analysis, semi-structured interview. The research involved speech therapists working in institutions belonging to education and health care system (N=16). Based on a theoretical analysis of sources, autism is interpreted as a neurological disorder that affects social, verbal, and nonverbal communication, imagination, and results in limited activities and interests. Autism can be accompanied by concomitant disorders, diseases. Signs of autism are seen in infancy, but the disorder is usually identified at a later age. Assessing functional behavior allows getting to know the child in different environments with different people, identify the causes of the behavior, and select appropriate strategies that encourage maintaining the child’s positive behavior. Speech therapists evaluate the behavior of an autistic child based on observing him or her in a variety of environments, talking to parents or other specialists. Specialists, taking into account the assessment of the child’s functional behavior, support the positive behavior of the child by applying structured training, motivating children according to their needs. They also collaborate with children’s families, peers, colleagues or specialists from other institutions. Some speech therapists note that not all parents tend to collaborate, they avoid acknowledging the child’s behavioral problems