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E. Sambandam ¹, K. Rangaswami ²

Affiliations
1 Aarupadai Veedu Medical College & Hospital Vinayaka Missions University, Puducherry, IN
2 Sweekar Rehabilitation Institute for Handicapped, Secundrabad, Andhra Pradesh, IN

Abstract

Alcohol dependence is a medical and psychosocial illness which affects the alcohol dependents and his family especially the spouses. The spouses of male alcohol dependents undergo stress and show significant psychological problems. The aim of the study is to assess family burden, coping behaviour and co-dependency of wives of alcohol dependents. The sample consisted of 31 spouses of alcohol dependents. The wives of alcohol dependents meet DSM-IV criteria. The sample was selected from among alcohol dependents at out-patient and in-patient departments of Sri Ramachandra University, Chennai. Purposive sampling method was used as per the inclusion and exclusion criteria. Symptom-Check List90, Social Support Questionnaire, Burden Assessment Schedule, Coping with Drinking and Co-Dependency Assessment were assessed. Out of 31 wives of alcohol dependents, 19 were found to be having co-dependency. They had poor social support and experienced high family burden and poor family environment. They had maladaptive coping behaviour, such as discord, indulgence, competition, avoidance, sexual withdrawal and fearful reactions. They experienced co-dependent features of fear, shame, rage, impaired identity and confusion

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E. Sambandam ¹, K. Rangaswami ²

Affiliations
1 Department of Clinical Psychology, Aarupadai Veedu Medical College and Hospital, Kirumambakkam & Post, Bahour Com, Puducherry, IN
2 Clinical Psychology, Sweekar Rehabilitation Institute for Handicapped, Secundrabad, A.P., IN

Abstract

The pioneering research of Lovaas (1987) on early intensive intervention for children with autism employed home-based model. The important feature of this programme was that the initial work with the child was delivered in the home. Most of the home-based programmes operate in an ABA and TEACCH framework. Goal of the study is to implement ABA and TEACCH based training for mother of a child with autism and later to implement on the child by the mother and to evaluate the benefits of the training programme for the child. Case history: Master GH, aged 4 year, male had no schooling, hailing from middle socio economic status, came with symptoms of lack of eye contact, aloofness, injuring himself, repetitive motor behaviours, hyperactivity, speech not developed and poor comprehension of both verbal and gestures. The following tests were administered to the child: CARS, VSMS, REELS and Denver Developmental Screening to assess severity of behaviour problems, motor developments, cognitive and social skills of the child. The format of the home based behavioural training for mother consisted of 20 by-weekly sessions for 2 ½ months. Mother was explained about autism, behavioural problems, communication problems and difficulty in socialization. ABA and TEACCH based parental training was implemented, which included managing problem behaviours by explaining reinforcement, extinction, time out and developing new behviours through prompting and shaping. Further, mother was trained in communication skills through verbal and non-verbal modes. In addition socialization techniques were also taught. Mother of the child carried out the home based training for 9 months. Above test were administered again at the completion of the programme by the mother to assess the improvement gained by the child.The home based management carried out by the mother brought out significant improvement in motor skills, daily routine, mild to moderate improvement in behavior problems, improvement in com

Keywords

Home Based Behavioural Intervention For Autism,aba And Teacch Intervention,evalution of Outcome

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E. Sambandam ¹, K. Rangaswami ², S. Thamizharasan ³

Affiliations
1 Department of Clinical Psychology Aarupadai Veedu Medical College and Hospital, Vinayaka Missions University, Commune, Puducherry, IN
2 Department of Clinical Psychology, Sweekar Rehabilitation Institute for Handicapped, Secundrabad, IN
3 Department of Audiology & Speech Pathology, SRM Medical College Hospital & Research Centre, SRM University, Kattangulathur, Kanchipuram, IN

Abstract

Applied behaviour analysis (ABA) refers to the basic theories of behaviour developed by Watson (1913), Thorndike (1921) and Skinner (1938) and later by other authors. Teaching methods based on ABA, include the research-based instructional strategies used with (1) Discrete Trial Training (DTT), it is effective for teaching academic and receptive language skills. (2) Pivotal Response Training (PRT), to teach expressive language, play, increasing generalization and social interaction skills and (3) Teaching Functional Routines (FR), daily routines and self-care skills are taught using this strategy (Arick & Falco, 1989; Rrantz et al., 1993). The ABA strategies provide a powerful tool for enabling children with autism to meet important daily living skills and special educational aspects. The aim of the study was to conduct ABA programme on 15 children with autism to evaluate the usefulness of ABA based comprehensive treatment and to compare with a group of 15 children with autism receiving treatment as usual, pre and post intervention model was used. Instruments validated were used to assess the severity of the disorder, developmental levels, language and adaptive functioning before starting intervention and one year after treatment. Instruments used are Childhood Autism Rating Scale (CARS), Denver Developmental Screening Test II (DDST-II), Receptive Expressive Emergent Language Scale (REELS) and Vineland Social Maturity Scale (VSMS). Paired “t” test and one-way ANOVA were used to analyze the data obtained. Results: the findings revealed that the intervention group showed significant improvement in relation to symptoms reduction and improvement in Specific behaviours compare to control group. The overall score on CARS showed that the severity level of the intervention group had shown significant changes in the positive direction. Improvements in various developmental areas were seen in DDST-II. Similarly significant improvements in receptive, expressive language were brought out. VSMS showed significant improvement in all sub-domains. Comparatively no significant differences found for the control group except language area.

Keywords

ABA Programme, Children with Autism, Developmental Areas, Symptom Reduction

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E. Sambandam ¹, K. Rangaswami ²

Affiliations
1 Aarupadai Veedu Medical College, Vinayaka Missions University, Puducherry, IN
2 Center for Counselling and Psychotherapy, Kulathur, Chennai, IN

Abstract

Consequent to the description of Autism by Leo Kanner in 1943, treatment programmes for children with autism have been designed. In the recent past, significant advances in treatment programmes for children as well as for parents have been made. In the treatment of autism spectrum disorders (ASD) in addition to the center based treatment, their parents also form essential partners. Further the treatment and teaching programmes, emphasis is placed on early intervention. The aim of this programme for training parents of children with ASD is to help parents/care givers to understand the nature of the disorder and its impact on children in the areas of development, behaviour problems, communication and socialization. Parents and care givers have the opportunity to learn and manage behaviour problem and teach various skills at home. This will help to reinforce the skills learnt at the training centers. The format of the treatment consists of 10 weekly sessions lasting for 2.5 months, it provides opportunity to explore issues in personal way. The sessions are skills based and action oriented with feedback. The components of the programme are: outline of goals, discussion about autism, reaction and dealing with the diagnosis, stress and coping, outline of behaviour management through reinforcement, extinction, developing new beaviours through prompting, shaping and chaining, dealing with communication problems, developing social skills and socialization.

Keywords

Autism Spectrum Disorders, Children, Parents' Training.

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K. Rangaswami ¹

Affiliations
1 Annamalainagar, IN

Abstract

It is well known that given three circles a, b, c in a plane we can associate with them, in eight ways, another circle d such that the four circles a, b, c, d are all touched by four other circles, in which neither system of circles admits of a common orthogonal circle. Two such systems of circles are called Complementary Hart Systems.

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K. Rangaswami ¹

Affiliations
1 Annamalai University, IN

Abstract

With every point P in the plane of a triangle may be associated two circles-its pedal and contact circles. The former is the circle through the projections of P on the sides of the triangle, while the latter is the circle through the points of contact with the sides, of the unique inconic of the triangle whose centre is P. It is known that a pair of isogonal conjugates P, P' w. r. t. a triangle determine a common pedal circle and a common contact circle. Now, pairs of isogonal conjugates w. r. t. a triangle are but the singular members of a linear ∞³-system of conic envelopes-called infocal conics (3.1)-inpolar to the rectangular hyperbolas through the in and ex-centres of the triangle. This suggests the possibility of associating with every infocal conic a pedal circle and a contact circle.

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K. Rangaswami

Abstract

In a previous paper the author has discussed at length the classical theory of normals to a system of confocal quadrics and has studied in detail certain loci of points and lines which arise in considering the relations of a linear complex to a quadric Q of the system singled out.

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K. Rangaswami

Abstract

It is well known that the locus of a point the feet of the perpendiculars from which to the faces of a tetrahedron lie in a plane is a quadrinodal cubic surface, having nodes at the vertices of the tetrahedron and containing its six edges.

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