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Cognitive-developmental systems theory in pervasive developmental disorders.

A Miller1

  • 1Frances L. Hiatt School of Psychology, Clark University, Worcester, Massachusetts.

The Psychiatric Clinics of North America
|March 1, 1991
PubMed
Summary
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Children with pervasive developmental disorders exhibit developmental delays, showing parallels with normal infant reality systems. Early intervention strategies can address deficits in body schema, social development, and communication.

Area of Science:

  • Cognitive-developmental systems theory
  • Developmental psychology
  • Neurodevelopmental disorders

Background:

  • Pervasive developmental disorders (PDDs) are characterized by significant developmental delays.
  • Understanding the early stages of cognitive development is crucial for identifying PDDs.
  • The concept of 'reality systems' offers a framework for examining developmental trajectories.

Purpose of the Study:

  • To introduce the concept of reality systems within cognitive-developmental systems theory.
  • To examine parallels between normal infant reality systems and those in children with PDDs.
  • To explore theory-driven strategies for addressing developmental deficits in PDDs.

Main Methods:

  • Comparative analysis of reality systems in normal infants and children with PDDs.

Related Experiment Videos

  • Evaluation of object and event engagement in children with PDDs (closed-system and system-forming disorders).
  • Examination of the role of interruption and compensatory reactions in developing intentional behavior.

    • Main Results:

    • Children with PDDs appear developmentally stalled at an early stage.
    • Aberrant orientation and engagement with objects/events preclude flexible adaptation.
    • Compensatory reactions to interruption contribute to intentional behavior development.

    Conclusions:

    • PDDs reflect stalled development, with specific aberrant engagement patterns.
    • Interruption-triggered compensatory reactions are key to developing intentionality.
    • Theory-driven interventions can target deficits in body schema, environmental coping, social development, and communication.