Predictores de participación en actividades de ocio y tareas del hogar en niños y adolescentes con discapacidad intelectual y trastorno del espectro autista: perspectivas familiares

Autores/as

DOI:

https://doi.org/10.5902/1984686X84008

Palabras clave:

Trastorno del Espectro Autista, Discapacidad intelectual, Actividades de Ocio, Tareas del Hogar

Resumen

La realización de tareas domésticas y actividades de ocio en poblaciones con desarrollo atípico se ha asociado con varios beneficios, entre ellos la mejora en indicadores de funcionamiento adaptativo, sin embargo, la práctica de estas actividades por parte de personas con alguna discapacidad presenta baja adherencia. El objetivo del estudio fue identificar predictores de participación en actividades de ocio y tareas domésticas en niños y adolescentes con discapacidad intelectual (DI) y trastorno del espectro autista (TEA) (grupo clínico, n=62) en comparación con un grupo de control de niños y Adolescentes con neurodesarrollo típico (n=62) según padres. Los padres/cuidadores respondieron el questionario de ocio, Children Helping Out – Responsibilities, Expectations and Supports, Adult Self Report for Ages 18-59, Brief Problem Monitor - Parent Form for Ages 6-18, WHOQOL bref y formulario de clasificación socioeconómica familiar. La frecuencia de participación (p=0,001) y las horas de ocio (p=0,001) fueron estadísticamente menores en el grupo clínico en comparación con el grupo control. Los niños y adolescentes del grupo clínico tuvieron significativamente más problemas emocionales y conductuales que el grupo control (atención: p=0,001; internalización: p=0,025; externalización: p=0,025), así como sus padres tuvieron menores indicadores de calidad de vida (físico: p=0,003; psicológico: p=0,001; social: p=0,008). La calidad de las relaciones personales, el apoyo social y la sexualidad de los padres se asociaron con el número de tareas domésticas realizadas por sus hijos (p=0,054). Estos resultados resaltan la necesidad de que los padres y cuidadores de niños y adolescentes con DI y TEA participen en intervenciones que promuevan su salud mental y apoyo social, ya que son fundamentales para promover la autonomía y el funcionamiento adaptativo de sus hijos.

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Biografía del autor/a

Marcos Fernando Larizzatti, Universidade Paulista

Educador Físico pela Universidade de São Paulo, Mestre e Doutor em Distúrbios do Desenvolvimento pela Universidade Presbiteriana Mackenzie. Professor da Universidade Paulista, Colégio Presbiteriano Mackenzie e Colégio Objetivo.

Rayra Santos de Souza, Universidade Presbiteriana Mackenzie

Psicóloga e mestranda no Programa de Pós-Graduação em Distúrbios do Desenvolvimento da Universidade Presbiteriana Mackenzie com financiamento da FAPESP (Fundação de Amparo à Pesquisa do Estado de São Paulo). Membro do Núcleo de Pesquisa em Infância e Adolescência.

Patrícia Moraes Cabral, Universidade Presbiteriana Mackenzie

Psicóloga, mestranda no Programa de Pós-Graduação em Distúrbios do Desenvolvimento da Universidade Presbiteriana Mackenzie com financiamento da CAPES (Coordenação de Aperfeiçoamento de Pessoa de Nível Superior) e aluna de especialização em análise clínica do comportamento pelo centro de estudos Paradigma. Membro do Núcleo de Pesquisa em Infância e Adolescência.

Luiz Renato Rodrigues Carreiro, Universidade Presbiteriana Mackenzie

Psicólogo pela Universidade Federal Fluminense, Mestre e Doutor em Ciências (Fisiologia Humana) pela Universidade de São Paulo. Professor do curso de Psicologia e do Programa de Pós-Graduação em Distúrbios do Desenvolvimento da Universidade Presbiteriana Mackenzie.

Maria Cristina Triguero Veloz Teixeira, Universidade Presbiteriana Mackenzie

Psicóloga, Mestre em Psicologia pela Universidade Federal de Santa Catarina (UFSC) e Doutora em Saúde pela UFSC. Coordenadora Geral do Programa de Pós-Graduação Stricto Sensu da Universidade Presbiteriana Mackenzie (UPM). Professora do Programa de Pós-Graduação em Distúrbios do Desenvolvimento da UPM.

 

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Publicado

2024-07-24

Cómo citar

Larizzatti, M. F., Souza, R. S. de, Cabral, P. M., Carreiro, L. R. R., & Teixeira, M. C. T. V. (2024). Predictores de participación en actividades de ocio y tareas del hogar en niños y adolescentes con discapacidad intelectual y trastorno del espectro autista: perspectivas familiares. Revista De Educación Especial, 37(1), e27/1–29. https://doi.org/10.5902/1984686X84008

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