Application of Luria Approach to Management of Autistic Spectrum Disorders
Abstract
Autistic persons show considerable difficulties in the ability of self-control including attention, motor reactions, resistance to distractions and delay of gratification, which are presently labelled as executive functions. The present paper describes dynamics of developmental changes in executive functions of 25 autistic children, patients of Specialised Clinic of Diagnosis and Rehabilitation in Lublin, Poland, during their early and late childhood. In accordance with Luria original approach the assessment of disorders observed was closely connected with therapeutic procedure. It made possible getting deeper insight into the difficulties encountered by the children and refinement of the course of therapy at the same time. Significant progressive changes in the development of executive functions were observed in the examined children. A significant correlation among an ability to control one’s own reactions and cognitive functions, communication, and an ability to imitate others as well as general motor agility was stated. It allows the conclusion that autistic children are able to acquire an ability to change their former behaviours. They are, therefore, capable of understanding that a previous rule may be exchanged for the other, and they are also able to refrain from awaiting an immediate gratification.
Keywords: Autism, executive functions, diagnosis, therapy, Luria approach
References
[1] Lezak, M. D., Howieson, D. B. Bigler, E.D., & Tranel, D. (2012). Neuropsychological Assessment. New York: Oxford University Press.
[2] American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders.(Fifth ed.). Arlington, VA: American Psychiatric Publishing. ISBN 978-0- 89042-555-8.
[3] Russel, J. (1997). How executive disorders can bring about an inadequate “Theory of mind”. In J. Russel (Ed.), Autism and executive disorder (pp. 256–304). New York: MIT Press
[4] Lukito, S., Jones, C. R. G., Pickles, A., Baird, G., Happé, F., Charman, T., & Simonoff, E. (2017). Specificity of executive function and theory of mind performance in relation to attention-deficit/hyperactivity symptoms in autism spectrum disorders. Molecular Autism, 8(1). Retrieved from http://doi.org/10.1186/s13229-017-0177-1.
[5] Demetriou, E. A., Lampit, A., DS Quintana, D. S., Naismith, S. L., Song, Y. J. C., Pye, J. E., Hickie, I., & Guastella, A. J. (2017, April 25). Autism spectrum disorders: a meta-analysis of executive function. Molecular Psychiatry, 1–7. Retrieved from www.nature.com/mp.
[6] Markiewicz, K., & Pąchalska, M. (2007). Diagnosis of severe developmental disorders in children under three years of age. Medical Science Monitor, 13(2), CR89- 99.
[7] Markiewicz, K. (2007). Charakterystyka zmian w rozwoju umysłowym dzieci autystycznych [Characteristics of changes in the mental development of autistic children] Lublin: UMCS Press.
[8] Markiewicz, K., & MacQueen, B. D. (2009). The autistic mind. Medical Science Monitor, 15(1), CS1-15.
[9] Markiewicz, K. (2009). Disorder of executive function in autistic children. The New Educational Review, 17(1), 361-366.
[10] Markiewicz, K., Kaczmarek, B. L. J., Grochmal-Bach, B., Olszewski, H, & Guzińska, K.(2009). Rehabilitation of executive functioning in an autistic child: A case study. Acta Neuropsychologica, 7(1), 45-58.
[11] Kochanska, G., Coy, K. C., & Murray, K. T. (2001), The development of self‐regulation in the first four years of life. Child Development, 72, 1091-1111. doi:10.1111/1467- 8624.00336.
[12] Baron-Cohen, S. (2008 November 29). The empathizing -systematizing (E-S) theory of autism. Paper presented at International Conference: Rain Man is Among Us. Cracow, Poland.
[13] Joseph, R. M., & Tager–Flusberg, H. (2004). The relationship of theory of mind and executive functions to symptom type and severity in children with autism. Development and Psychopathology, 16(1), 137–155. Retrieved from http://doi.org/ 10.1017/S095457940404444X
[14] Frith, U. (2003). Autism: Explaining the enigma. (2nd ed.). Malden: Blackwell Publishing.
[15] Baron-Cohen, S. (2003). Autism, hypersystemizing, and truth. Quarterly Journal of Experimental Psychology, 61(1), 64-75. Retrieved from https://doi.org/10.1080/ 17470210701508749.
[16] Martin, I., & McDonald, S. (2003). Weak coherence, no theory of mind or executive disfunction? Brain and Language, 85, 89-99.
[17] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press