Departamento de Fonoaudiologia, Faculdade de Odontologia de Bauru, Universidade de São Paulo - USP - Bauru (SP), Brasil.
Graduação em Fonoaudiologia, Faculdade de Odontologia de Bauru, Universidade de São Paulo - USP - Bauru (SP), Brasil.
Codas. 2023 Oct 9;35(5):e20210317. doi: 10.1590/2317-1782/20232021317pt. eCollection 2023.
Compare the psychoeducational profiles of children with verbal and non-verbal Autism Spectrum Disorder (ASD).
Cross-sectional study conducted with a sample of 30 children with a medical diagnosis of ASD (15 verbal and 15 non-verbal) aged 2-9 years. The Psychoeducational Profile-Revised (PEP-R) scale was applied to assess the children's development. The data were analyzed quantitatively and comparatively. Analysis of covariance (ANCOVA) was performed to evaluate the compatibility between the groups regarding the scores obtained in each PEP-R area, with chronological age as the covariate, and Student's t-Test was used for the independent samples (p≤0.001).
The scores in the different areas of the PEP-R were higher in the verbal group, with associations between language development and cognitive and social adaptive skills in the studied sample. Comparison between the groups showed a lower profile of the non-verbal group, with statistically significant differences in the areas of imitation, perception, gross and fine motor coordination, eye-hand coordination, cognitive performance, and verbal performance.
The goal of comparing the psychoeducational profiles of verbal and non-verbal ASD children was reached, and statistically significant differences were observed. The children with non-verbal ASD presented a lower psychoeducational profile compared with that of verbal ASD children. Further studies with larger samples, delimited age groups, and more specific tests in each developmental area are suggested.
比较有言语和无言语自闭症谱系障碍（ASD）儿童的心理教育特征。
这是一项横断面研究，纳入了 30 名年龄在 2-9 岁的有医学诊断的 ASD 儿童（15 名言语型，15 名非言语型）作为研究对象。采用心理教育概况修订版（PEP-R）量表评估儿童的发育情况。对数据进行定量和比较分析。采用协方差分析（ANCOVA）评估组间在每个 PEP-R 区域获得的分数的一致性，以年龄为协变量，并使用学生 t 检验进行独立样本比较（p≤0.001）。
言语组在 PEP-R 的不同区域的得分较高，在研究样本中，语言发展与认知和社会适应技能之间存在关联。组间比较显示，非言语组的特征较差，在模仿、知觉、粗大和精细运动协调、手眼协调、认知表现和言语表现等领域存在统计学显著差异。
达到了比较言语和非言语 ASD 儿童心理教育特征的目的，并观察到了统计学显著差异。与言语 ASD 儿童相比，非言语 ASD 儿童的心理教育特征较差。建议进一步开展具有更大样本量、限定年龄组和每个发育领域更具体测试的研究。
