Fecha
2024-06-07
Editor/a
Director/a
Tutor/a
Coordinador/a
Prologuista
Revisor/a
Ilustrador/a
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
Universidad Complutense de Madrid
Citas
0 citas en 
0 citas en 
Resumen
Los Modelos Centrados en la Familia del ámbito de la Atención Temprana dan como resultado el empoderamiento familiar junto a una mayor competencia de los menores en las rutinas. El presente estudio de intervención de caso único se ha realizado bajo este modelo. Durante un año, se ha acompañado a la familia de un niño con síndrome de PACS1, un trastorno del neurodesarrollo de origen genético y muy baja prevalencia. Mediante la Escala PICCOLO de observación de las interacciones parentales con los/las niños/as, se analizaron grabaciones mensuales del padre jugando con su hijo. Tras establecer tres meses de evaluación de línea base, se realizaron devoluciones bimensuales por videoconferencia a la familia, basadas en sus preocupaciones y en aspectos concretos de cada uno de los 4 dominios de la escala, con el fin de facilitar su comprensión del desarrollo e interacciones con el menor. El padre se encontraba en la media poblacional de puntuaciones en estos cuatro dominios, y evolucionó positivamente y de forma constante en uno de los objetivos de intervención planteados (ítem 3 de la escala de enseñanza: “Repite o expande las palabras o los sonidos del niño”). Al finalizar, se valoró con la familia este modo de intervención destacando la utilidad del visionado de las grabaciones a posteriori y su sensación de competencia.
Family-Centered Models for Early Intervention enhance not only family empowerment but also child’s greater competence in daily routines. Our work follows this model and presents a single case intervention study with the family of a child with PACS1 syndrome, a neurodevelopmental disorder of genetic origin and with a very low prevalence. The study took place for a year and analyzed monthly recordings of the father playing with his son by using PICCOLO, a Parenting Interaction Scale. We stablished a baseline of PICCOLO scores for three months, and, afterwards, we gathered through videoconference with the family every two months to give them feedback about their concerns and in order to present them with the different intervention goals. Goals were related to specific aspects in each of the 4 domains of the scale, to facilitate their understanding of the development and interactions with the child. The father was in the average for scores on the four domains, and he evolved positively and constantly in one aspect (item 3 of the Teaching scale: “Repeat or expand the words or sounds of the child”). At the end, this way of intervention was evaluated with the family, they highlighted the usefulness of seeing the recordings afterwards and their feeling of competence.
Family-Centered Models for Early Intervention enhance not only family empowerment but also child’s greater competence in daily routines. Our work follows this model and presents a single case intervention study with the family of a child with PACS1 syndrome, a neurodevelopmental disorder of genetic origin and with a very low prevalence. The study took place for a year and analyzed monthly recordings of the father playing with his son by using PICCOLO, a Parenting Interaction Scale. We stablished a baseline of PICCOLO scores for three months, and, afterwards, we gathered through videoconference with the family every two months to give them feedback about their concerns and in order to present them with the different intervention goals. Goals were related to specific aspects in each of the 4 domains of the scale, to facilitate their understanding of the development and interactions with the child. The father was in the average for scores on the four domains, and he evolved positively and constantly in one aspect (item 3 of the Teaching scale: “Repeat or expand the words or sounds of the child”). At the end, this way of intervention was evaluated with the family, they highlighted the usefulness of seeing the recordings afterwards and their feeling of competence.
Descripción
The registered version of this article, first published in Revista de Investigación en Logopedia, is available online at the publisher's website: Universidad Complutense de Madrid, https://doi.org/10.5209/rlog.92838
La versión registrada de este artículo, publicado por primera vez en Revista de Investigación en Logopedia, está disponible en línea en el sitio web del editor: Universidad Complutense de Madrid, https://doi.org/10.5209/rlog.92838
La versión registrada de este artículo, publicado por primera vez en Revista de Investigación en Logopedia, está disponible en línea en el sitio web del editor: Universidad Complutense de Madrid, https://doi.org/10.5209/rlog.92838
Categorías UNESCO
Palabras clave
PICCOLO, PACS1, familia, atención temprana, video-feedback, PICCOLO, family, PACS1, early intervention, video-feedback
Citación
Teira-Serrano, C., Martínez-Castilla, P., & Nieto, C. (2024). Estudio de caso en una familia con un niño con síndrome de PACS1 mediante la escala PICCOLO. Revista de Investigación en Logopedia, 4(2), e92838. https://doi.org/10.5209/rlog.92838
Centro
Facultad de Psicología
Departamento
Psicología Evolutiva y de la Educación