Cognitive-developmental systems theory in pervasive developmental disorders.
The concept of reality systems is introduced in context of cognitive-developmental systems theory. Examination of the parallels between the reality systems of normal infants and those of children with pervasive developmental disorders supports the view that the latter are stalled at an early stage of development. Evaluation of pervasively disordered children with closed-system and system-forming disorders indicates the aberrant manner in which such children orient toward and engage objects and events, a manner that precludes flexible adaptation to people or surroundings. Attention is given the role of interruption as it triggers a compensatory reaction to maintain systems and the contribution of such reactions in developing the intentional behavior so lacking in children with pervasive developmental disorders. Finally, the author discusses theory-driven strategies to correct deficits in the body schema, coping with surroundings, social development, and communication and representation.
Miller
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Frances L. Hiatt School of Psychology, Clark University, Worcester, Massachusetts.
D002648:Child; D002659:Child Development Disorders, Pervasive / Q000523:psychology*; D002675:Child, Preschool; D003072:Cognition Disorders / Q000523:psychology*; D006801:Humans; D007207:Individuation; D007223:Infant; D009769:Object Attachment; D010553:Personality Development; D011936:Reality Testing; D012917:Social Adjustment; D012931:Social Environment