AUTISM SPECTRUM DISORDER IN 4-7 YEARS OLD CHILDREN WITH TYPICAL AND NON-TYPICAL DEVELOPMENT: ETIOLOGY, SYMPTOMATOLOGY AND QUANTITATIVE ANALYSIS OF VIEWS USING THE CARS & CASQ TOOLS

Forfattere

  • Panagoula Papadimitropoulou PhD, Science of Education, Teaching Professor, Developmental Psychology, School of Pedagogical and Technological Education, Patra, Greece
  • Zaragas Harilaos Professor, Department of Early Childhood Education, University of Ioannina, Epirus, Greece
  • Ilias Katsis PhD Candidate, Researcher, Laboratory of Special and Curative Education, Pedagogical Department of Early Childhood Education, University of Ioannina, Epirus, Greece

DOI:

https://doi.org/10.46827/ejse.v11i7.6441

Nøgleord:

autism spectrum disorder, etiology, forms, family, support

Resumé

This article deals with the autism spectrum disorder in children with typical and atypical development and attempts to investigate the causal factors and their particular characteristics through a bibliographic and research approach. Significant emphasis is given to the causal factors of the disorder, through the presentation of theories related to genetic, psychogenetic, neurological and environmental factors. In addition, issues of differential diagnosis with other developmental disorders, such as ADHD, are highlighted, since common difficulties in executive functions and behavioral regulation are encountered. Despite multiple research efforts, no single theory has been formulated that accurately and completely explains the occurrence of autism spectrum disorder. An extensive literature review on the concept of autism spectrum disorder, its forms (Kanner autism, Asperger syndrome, Rett syndrome) and a historical overview. In addition, the diagnostic categories as proposed by IDC-10 and DSM-V, regarding gender differences and epidemiological data that reveal the rapid increase in its occurrence in recent years, are mentioned.A qualitative study is presented through questionnaires to parents of children with autism spectrum disorder, with the aim of obtaining data regarding the observations, experiences and needs of children with mild psychomotor delays. The results of the questionnaires are compared with official opinions of the Center for Interdisciplinary Assessment, counseling and Support (KEDASY), in order to understand the experiences of the parents and to establish the accuracy of the diagnostic tools. The results of the study reveal the importance of early and accurate diagnosis, strengthening the role of parents and the necessity of a predictable environment for children with developmental disorders. In conclusion, the article contributes to the understanding of the nature of autism spectrum disorder and reveals perspectives for better support of the children themselves and their families. Therefore, the research process concludes that the correct identification and support of the individual with autism spectrum disorder is inextricably linked to the active role of the family and the emergence of the need for social awareness.

 

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Forfatterbiografier

  • Panagoula Papadimitropoulou, PhD, Science of Education, Teaching Professor, Developmental Psychology, School of Pedagogical and Technological Education, Patra, Greece

    PapadimitropoulouPanagoula (PhD), Science of Education, Teaching Professor in Developmental Psychology, School of Pedagogical and Technological Education, Patra, Greece.

    Email: yioulipapad@gmail.com

  • Zaragas Harilaos, Professor, Department of Early Childhood Education, University of Ioannina, Epirus, Greece

    Zaragas Harilaos, Professor, Department of Early Childhood Education, University of

    Ioannina, Epirus, Greece.

    Email: hzaragas@uoi.gr

  • Ilias Katsis, PhD Candidate, Researcher, Laboratory of Special and Curative Education, Pedagogical Department of Early Childhood Education, University of Ioannina, Epirus, Greece

    Katsis Ilias, PhD Candidate, Researcher, Laboratory of Special and Curative Education,

    Pedagogical Department of Early Childhood Education, University of Ioannina, Epirus,

    Greece.

    Email: katsis.ilias2013@gmail.com

Referencer

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Cannell, J. J. (2010). On the aetiology of autism. Acta Paediatrica (Oslo, Norway: 1992), 99 (8), 1128. https://doi.org/10.1111/j.1651-2227.2010.01883.x

Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice. New York: Basic Books. Retrieved from https://psycnet.apa.org/record/2006-21200-000

Gray, C. A. (1994). The new social story book. Arlington: FutureHorizons. Retrieved from https://books.google.ro/books/about/The_New_Social_Story_Book.html?id=6ysB9NkTSNYC&redir_esc=y

Moon, S. J., Hwang, J. S., Shin, A. L., Kim, J. Y., Bae, S. M., Sheehy‐Knight, J., & Kim, J. W. (2019). Accuracy of the Childhood Autism Rating Scale: A systematic review and meta‐analysis. Developmental medicine & child neurology, 61 (9), 1030-1038. https://doi.org/10.1111/dmcn.14246

Spilsbury, J. C., Drotar, D., Rosen, C. L., & Redline, S. (2007). The Cleveland adolescent sleepiness questionnaire: a new measure to assess excessive daytime sleepiness in adolescents. Journal of Clinical Sleep Medicine, 3 (6), 603-612. Retrieved from https://pmc.ncbi.nlm.nih.gov/articles/PMC2045721/

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Sofologi, M., Chatzikyriakou, G., Patsili, C., Chatzikyriakou, M., Papantoniou, A., Dinou, M., Rachanioti, E., Sarris, D., Zaragas, H., Kougioumtzis, G., Katsarou, D. V., Moraitou, D., & Papantoniou, G. (2025). Evaluating the Pattern of Relationships of Speech and Language Deficits with Executive Functions, Attention Deficit/Hyperactivity Disorder (ADHD), and Facets of Giftedness in Greek Preschool Children. A Preliminary Analysis. Behavioral Sciences, 15(2), 136. https://doi.org/10.3390/bs15020136

Sarris, D., Tsodoulos, K., Skordilis, E., Zaragas, H., Koutras, V., Papadimitropoulou, P., & Chatzipetrou, P. (2024). Factors Influencing Self-esteem in Children with Autism: The Role of Psychomotor Clumsiness. European Journal of Special Education Research, 10(8). http://dx.doi.org/10.46827/ejse.v10i8.5736

Tsiakiri, A., Plakias, S., Karakitsiou, G., Nikova, A., Christidi, F., Kokkotis, C., Giarmatzis, G., Tsakni, G., Katsouri, I. -G., Sarris, D., Vadikolias, K., Aggelousis, N., &Vlotinou, P. (2024). Mapping the Landscape of Biomechanics Research in Stroke Neurorehabilitation: A Bibliometric Perspective. Biomechanics, 4(4), 664-684. https://doi.org/10.3390/biomechanics4040048

Sarris, D., Kiriakos, T., Travlos, K., Siafaka, V., Skordilis, E., Christopoulou, F., Papadimitropoulou, P., Mavropalias, T., & Thanou, E. (2024). Factors Influencing the Social-emotional Behavior of Children with Autism: the Influence of Psychomotor Clumsiness. European Journal of Special Education Research, 10(7). http://dx.doi.org/10.46827/ejse.v10i7.5639

Sarris, D., Charmpatsis, C., Katsarou, V., Mavropalias, T., Efthymiou, E., Travlos, K., Papantoniou, G., & Papadimitropoulou, P. (2024). Developmental Coordination Disorder and Social Competence in Preschool Children. European Journal of Special Education Research, 10(6). http://dx.doi.org/10.46827/ejse.v10i6.5504

Zaragas, H., Fragkomichelaki, O., Geitona, M., Sofologi, M., Papantoniou, G., Sarris, D., Pliogou, V., Charmpatsis, C., & Papadimitropoulou, P. (2023). The Effects of Physical Activity in Children and Adolescents with Developmental Coordination Disorder. Neurology International 15(3): 804-820. https://doi.org/10.3390/neurolint15030051

Sarris, D., Vrakas, G., &Papadimitropoulou, P. (2023). School Bullying in High School Students: Prevention and Coping Strategies. European Journal of Education Studies, 10(7). http://dx.doi.org/10.46827/ejes.v10i7.4856

Christopoulou, F., Sarris, D., Papadimitropoulou, P., & Vlotinou, P. (2023). Attitudes of Parents of Children with Disabilities Towards Inclusion. European Journal of Special Education Research, 9(2). http://dx.doi.org/10.46827/ejse.v9i2.4749

Charmpatsis, C., Sarris, D., Zaragas, H., & Papadimitropoulou, P. (2023). Case Study: a Psychoeducational Intervention Program in Children with Deafblindness. European Journal of Special Education Research, 9(1). http://dx.doi.org/10.46827/ejse.v9i1.4704

Vrakas, G., Giannouli, V., Sarris, D. (2022). Relation between self-concept and self-esteem of high school students with learning difficulties and participation in bullying. European Journal of Special Education Research, 8(4), 142-157.

Vrakas, G., Giannouli, V., Pavlidis, G., Sarris, D. (2022). Victimization of students with learning disabilities or ADHD (Attention Deficit Hyperactivity Disorder). European Journal of Special Education Research, 8(4), 115-129.

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Giannouli, V., Sarris, D., Papadopoulou, M. (2021). Distance Education in the pandemic era: The views of Greek general and special education teachers of secondary education regarding readiness, challenges and the post-COVID educational practices. European Journal of Special Education Research, 7(4), 169-194.

Giannouli, V., Sarris, D., Alexoudi, P. (2021). Anxiety Disorders and the Frequency of Negative Thoughts: A Comparative Study in Children with and without special learning disabilities. European Journal of Special Education Research, 7(4), 143-168.

Zakopoulou, V., Boukouvala, M., Tziakis, N., Vellis, P., Christodoulides, P., Dimakopoulos, G., Sarris, D., Vergou, M., Stavrou, P.-D., Koutsobina, V., Tagkas, P., & Mavreas, V. (2021). Children ‘at Risk’ of Specific Learning Disorder: Individualized Diagnostic Profiles and Interventions. Acta Scientific Neurology, 4.2, 25-41.

Sarris, D., Christodoulou, P., Christopoulou, F., Zaragas, H., Christopoulou, E. (2020). Pilot implementation of the Curriculum “Promoting Learning Through Active Interaction” (PLAI) in a child with Sotos Syndrome. European Journal of Education and Pedagogy, 1(1), 1-9. http://dx.doi.org/10.24018/ejedu.2020.1.1.17

Sarris D., Christopoulou F., Zaragas H., Zakopoulou V., & Papadimitropoulou P. (2020). Self-efficacy of Special Education Teachers in Greece. European Journal of Education Studies, 7(4), 150-159. https://doi.org/10.5281/zenodo.3809401

Sarris D., Christopoulou F., Zaragas H., Papadimitropoulou P., & Christodoulou, P. (2020). Case study of a child with Asperger Syndrome. International Journal of Research in Education, Humanities and Commerce, 1(1), 33-43. Retrieved from http://www.ijrehc.com/doc/ijrehc01_04.pdf

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Publiceret

2025-12-22

Nummer

Årg. 11 Nr. 7 (2025)

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