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Abstract(s)
Introdução: A Perturbação do Espectro do Autismo é uma doença do neuro-desenvolvimento marcada por défices na socialização, linguagem e comportamento. Os dois pilares do seu diagnóstico são défices persistentes na comunicação social em múltiplos contextos e padrões restritos e repetitivos de comportamento, interesses ou atividades. Atualmente estima-se que afete 1 em cada 100 crianças e a sua prevalência continua a aumentar. O conceito «espectro» reflete a variabilidade na expressão da patologia. Os sinais e sintomas da Perturbação do Espectro do Autismo manifestam-se muito precocemente, podendo ser evidentes entre os 0 e 3 anos. Um diagnóstico célere é fundamental para uma intervenção precoce e acompanhamento adequado da criança, que se traduz substancialmente num melhor prognóstico. Os médicos de família, professores de 1º ciclo do ensino básico e educadores de infância, por contatarem com as crianças nos seus primeiros anos de vida, possuem um papel preponderante na deteção precoce de perturbações do desenvolvimento. Por conseguinte, a consciencialização destes profissionais em relação à Perturbação do Espectro do Autismo revela-se chave no diagnóstico e intervenção precoces.
Objetivo: Averiguar o conhecimento dos médicos de família, professores de 1º ciclo do ensino básico e educadores de infância em relação à Perturbação do Espectro do Autismo, nomeadamente identificação de sinais de alarme, etiologia, diagnóstico, intervenção precoce e prognóstico. Caraterizar a necessidade de mais formações nesta área dirigidas às profissões privilegiadas supra referidas, de maneira a garantir as condições para um acompanhamento destas crianças o mais precocemente e adequado possível.
Métodos: Trata-se de um estudo transversal, quantitativo, com a aplicação de um questionário a uma amostra de conveniência de médicos de família, professores do 1º ciclo do ensino básico e educadores de infância, da Cova da Beira.
Resultados: Responderam ao questionário 95 profissionais com taxa de resposta global de 60,5%, nomeadamente de 67,9% entre professores de 1º ciclo do ensino básico, 56,8% entre educadores de infância e 47,2% entre médicos de medicina geral e familiar. Os principais sinais de alarme para PEA são identificados, ao contrário dos menos frequentes. Pouco menos de metade dos inquiridos aponta para o aparecimento das manifestações de PEA após os 3 anos. Não se observa influência da profissão nas respostas obtidas. Cerca de 80% dos inquiridos não sente facilidade na identificação de sinais de alarme nem no acompanhamento de crianças com PEA e admitem que beneficiariam de formações na área.
Conclusão: Apesar de a maioria dos inquiridos conhecer os principais sinais de alarme mostra ainda algumas falhas no conhecimento sobre PEA. Não se sentem à vontade na identificação de sinais de alarme e acompanhamento destas crianças. Paralelamente, sentem que são uma profissão privilegiada e que beneficiariam de formação específica na área. Conclui-se existir uma necessidade não só de investir na formação académica de futuros profissionais, como de criar estratégias para contornar as lacunas presentes nos profissionais já formados.
Introduction: Autism Spectrum Disorder is a neurodevelopment disease marked by socialization, language and behavior impairments. The two cornerstones of the diagnosis are persistent deficits in social communication in multiple contexts and restricted and repetitive patterns of behavior, interests or activities. Currently estimated to affect 1 in 100 children and its prevalence continues to increase. The concept «spectrum» reflects the variability in the expression of the disease. The signs and symptoms of Autism Spectrum Disorder appear very early, being evident between 0 and 3 years. An early diagnosis is essential for early intervention and proper child monitoring, which results in a substantially better prognosis. General practitioner, primary school teacher and pre-school teacher, by connecting with children in their early years, own a leading role in the early detection of developmental disorders. Therefore, the awareness of these professionals in relation to Autism Spectrum Disorder appears to be key in early diagnosis and intervention. Objective: Ascertain awareness and concerns of general practitioners, primary school teachers and pre-school teachers about Autism Spectrum Disorder, including identification of red flags, etiology, diagnosis, early intervention and prognosis. Describing the need for more training in this area dedicated to the above-mentioned jobs, in order to ensure the conditions for monitoring these children as early and as adequate as possible. Methods: This is a cross-sectional and quantitative study, with the application of a questionnaire to a convenience sample of general practitioners, primary school teachers and pre-school teachers of Cova da Beira. Results: 95 professionals answered the questionnaire, with a global answer rate of 60,51%, more specifically 67,86% between primary school teachers, 56,76% between pre-school teachers and 47,2% between general practitioners. The most important red flags for ASD were correctly identified, rather than the less frequent. Little less then 50% of the sample says the onset of manifestations of ASD is after 3 years old. It is not observed influence of the profession in the choice of the answers given. About 80% of the inquired professionals do not feel totally at ease in identifying warning signs of ASD nor handling these children, and also feel that they would benefit from specific training in the area. Conclusion: Although the majority of respondents know the main alarm signals still shows some gaps in knowledge about ASD. They do not feel comfortable in identifying warning signs and in the management of these children. At the same time, they feel that they are a privileged profession and would benefit from specific training in the area. In conclusion, there is a need not only to invest in academic training of future professionals, but also to create strategies to overcome the present gaps in professionals already graduated.
Introduction: Autism Spectrum Disorder is a neurodevelopment disease marked by socialization, language and behavior impairments. The two cornerstones of the diagnosis are persistent deficits in social communication in multiple contexts and restricted and repetitive patterns of behavior, interests or activities. Currently estimated to affect 1 in 100 children and its prevalence continues to increase. The concept «spectrum» reflects the variability in the expression of the disease. The signs and symptoms of Autism Spectrum Disorder appear very early, being evident between 0 and 3 years. An early diagnosis is essential for early intervention and proper child monitoring, which results in a substantially better prognosis. General practitioner, primary school teacher and pre-school teacher, by connecting with children in their early years, own a leading role in the early detection of developmental disorders. Therefore, the awareness of these professionals in relation to Autism Spectrum Disorder appears to be key in early diagnosis and intervention. Objective: Ascertain awareness and concerns of general practitioners, primary school teachers and pre-school teachers about Autism Spectrum Disorder, including identification of red flags, etiology, diagnosis, early intervention and prognosis. Describing the need for more training in this area dedicated to the above-mentioned jobs, in order to ensure the conditions for monitoring these children as early and as adequate as possible. Methods: This is a cross-sectional and quantitative study, with the application of a questionnaire to a convenience sample of general practitioners, primary school teachers and pre-school teachers of Cova da Beira. Results: 95 professionals answered the questionnaire, with a global answer rate of 60,51%, more specifically 67,86% between primary school teachers, 56,76% between pre-school teachers and 47,2% between general practitioners. The most important red flags for ASD were correctly identified, rather than the less frequent. Little less then 50% of the sample says the onset of manifestations of ASD is after 3 years old. It is not observed influence of the profession in the choice of the answers given. About 80% of the inquired professionals do not feel totally at ease in identifying warning signs of ASD nor handling these children, and also feel that they would benefit from specific training in the area. Conclusion: Although the majority of respondents know the main alarm signals still shows some gaps in knowledge about ASD. They do not feel comfortable in identifying warning signs and in the management of these children. At the same time, they feel that they are a privileged profession and would benefit from specific training in the area. In conclusion, there is a need not only to invest in academic training of future professionals, but also to create strategies to overcome the present gaps in professionals already graduated.
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Keywords
Diagnóstico Médicos de Família Perturbação do Espectro do Autismo Professores. Sinais de Alarme