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Response of children with autism to a brief separation from the mother

100%
Pisula E.
Polish Psychological Bulletin
|
2004
|
vol. 35
|
issue 2
109-115
EN
The opinion that the ability of children with autism to form emotional relationships is impaired is generally known. The aim of the present study was to compare the behavior of 4–6 year old children with autism, children with Down syndrome and normally developing children in a modified Strange Situation. Thirty-one types of behavior were recorded and assigned to four categories: initiative towards the mother, initiative towards the stranger, exploration, avoiding contact. In all groups the contact with the mother was most intense at the beginning of the test; there were more attempts at initiating contact with the stranger when the mother was present in the room; the separation anxiety and seeking contact with the mother upon reunion were also observed. The differences between the children with autism and other children of the same age were small and directly related to the deficits typical for autism (mainly related to the joint-attention disorder).
2

GENDER DIFFERENCES IN THE DEVELOPMENT OF SOME ABILITIES IN CHILDREN WITH AUTISM AGED 4-9 YEARS

63%
Pisula E., Waligorski M.
Psychological Studies
|
2004
|
vol. 42
|
issue 3
67-76
EN
Studies concerning gender differences in autism, a pervasive developmental disorder that affects four boys per one girl, did not provide a clear and congruent picture. There is a vast evidence that autism in females tends to assume a more severe form when it does occur. This study presents an attempt to analyze gender differences in the development of the ability to imitate, perception, motor skills, visual-motor coordination, cognitive functioning and speech. Ninety two children (67 boys and 25 girls) aged from four to nine years, were tested with the polish version of Psychoeducational Profile (Revised). The results obtained in this study overwhelmingly show similarities between boys and girls as compared with few differences which were also obtained. Individual differences play a main role in this picture. It was found however, that girls scored higher in imitating, cognitive functioning and active speech. The gender differences did not occur, when compared boys and girls were matched for the stage of developmental age. Therefore this study does not support the widely spread view, that the social and cognitive functioning in girls is worse than in their male counterparts
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