Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as.

Resumen basado en el de la publicación Título, resumen y palabras clave en español y en inglés Uno de los recursos regulados para la adecuada inclusión de alumnado con necesidades específicas de apoyo educativo (NEAE) en centros educativos ordinarios en la Comunidad Valenciana son las aulas de comunicación y lenguaje (CyL). El éxito de este recurso depende, entre otros aspectos, de los conocimientos que tenga el profesorado tanto generalista como especialista sobre su funcionamiento. Se analizan los conocimientos, los errores y las lagunas de los estudiantes de último curso de los grados de Maestro/a en Educación Infantil y de Maestro/a en Educación Primaria sobre el funcionamiento de estas…

Interventions aimed at reducing obsessive-compulsive symptoms in people with autism spectrum disorder: A review

espanolEl trastorno del espectro autista (TEA) es un trastorno del neurodesarrollo caracterizado por deficits en la comunicacion e interaccion social y por comportamientos restrictivos y repetitivos. Presenta una elevada comorbilidad con otros trastornos, de hasta un 37% con el trastorno obsesivo compulsivo (TOC) en pacientes jovenes. El TOC se caracteriza por pensamientos e ideas recurrentes que llevan a la persona a realizar acciones compulsivas para disminuir el nivel de ansiedad que estos pensamientos le generan. Este trabajo presenta una revision de los metodos psicologicos de intervencion utilizados, asi como de la efectividad de los mismos, en la reduccion de los sintomas del TOC com…

Analysis of Spanish Parents' Knowledge about ASD and Their Attitudes towards Inclusive Education.

To make possible the inclusion of children with autism spectrum disorder (ASD) in mainstream settings, parental knowledge and attitudes towards the disorder play a key role between the home and the school setting. However, prior literature has not carried out an in-depth analysis of parents’ knowledge about ASD and their attitudes toward the inclusion of children with this diagnosis. This study examined the parental attitudes towards inclusion and knowledge about ASD. Participants were parents of children with ASD (n = 75), parents of children without ASD whose children had prior or current contact with peers with ASD (n = 44), and parents of children with no previous interactions with a pe…

Intervenciones dirigidas a la disminución de los síntomas obsesivo-compulsivos en personas con trastorno del espectro autista: una revisión

Resumen El trastorno del espectro autista (TEA) es un trastorno del neurodesarrollo caracterizado por déficits en la comunicación e interacción social y por comportamientos restrictivos y repetitivos. Presenta una elevada comorbilidad con otros trastornos, de hasta un 37% con el trastorno obsesivo compulsivo (TOC) en pacientes jóvenes. El TOC se caracteriza por pensamientos e ideas recurrentes que llevan a la persona a realizar acciones compulsivas para disminuir el nivel de ansiedad que estos pensamientos le generan. Este trabajo presenta una revisión de los métodos psicológicos de intervención utilizados, así como de la efectividad de los mismos, en la reducción de los síntomas del TOC co…

INTERVENTION IN SOCIAL SKILLS OF CHILDREN WITH AUTISTIC SPECTRUM DISORDER: A BIBLIOGRAPHICAL REVIEW

The prevalence rates of autistic spectrum disorder (ASD) have increased markedly in recent years. ASD is increasingly present in schools and in society, so it is essential for us to know more about this disorder and the possibilities for intervention. The objective of this work is to carry out a bibliographic review of the articles published in recent years in relation to different intervention programs and techniques that have recently been used to work with children with ASD to train them in the difficulties that most define the disorder: social skills. The most important conclusions indicate that, despite the symptomatic diversity of children with ASD and their different characteristics …

ESTRATEGIAS Y ESTILOS DE AFRONTAMIENTO PARENTAL EN FAMILIAS CON NIÑOS CON TRASTORNO DE ESPECTRO AUTISTA (TEA) CON O SIN TRASTORNO POR DÉFICIT DE ATENCIÓN CON HIPERACTIVIDAD (TDAH)

La crianza de un hijo con Trastorno del Espectro Autista (TEA) ocasiona un fuerte impacto sobre la dinámica familiar. Cuando este trastorno se presenta con otro comórbido, como el Trastorno por Déficit de Atención con Hiperactividad (TDAH), las repercusiones sobre el bienestar psicológico de los padres pueden verse considerablemente aumentadas. Conocer qué estilos y estrategias de afrontamiento se emplean con mayor frecuencia podría contribuir a diseñar intervenciones con las familias, que pudieran repercutir positivamente en la manifestación de la sintomatología autista. El objetivo de este estudio consiste en profundizar en los estilos y estrategias de afrontamiento más frecuentes de esta…

Pre-Service Teachers’ Knowledge, Misconceptions and Gaps About Autism Spectrum Disorder

The inclusive education framework and the increase in autism diagnoses have led to an overwhelming challenge for pre-service teachers who need to be qualified to teach all children. To test the quality of their training, the main purpose of this study was to compare 866 pre-service teachers’ knowledge, misconceptions, and gaps about autism in their first and final year at university, using the Autism Knowledge Questionnaire. The results show that fourth-year students obtained higher levels of knowledge and fewer gaps than the first-year students, although they also had more misconceptions. Special education specialists obtained significantly more knowledge and fewer misconceptions than the…

Comprehension of Generalized Conversational Implicatures by Children With and Without Autism Spectrum Disorder

This study evaluates the comprehension of generalized conversational implicatures (GCI) in children with and without autism spectrum disorder (ASD), using a GCI test constructed based on the Levinson model, which distinguishes between three types of implicatures: type Q (or scalar: “what is not referred to does not occur”); type I (“by default, it is not necessary to say what can be assumed”); and type M (“if someone is expressing something in a not very simple or marked way, it is because s/he is describing a situation that is not very typical, frequent, or prototypical”). In addition to the ASD group (n = 22), two comparison groups were utilized: a group matched on chronological age with …

A comparative study of sensory processing in children with and without Autism Spectrum Disorder in the home and classroom environments.

Sensory processing and higher integrative functions impairments are highly prevalent in children with ASD. Context should be considered in analyzing the sensory profile and higher integrative functions. The main objective of this study is to compare sensory processing, social participation and praxis in a group of 79 children (65 males and 14 females) from 5 to 8 years of age (M=6.09) divided into two groups: ASD Group (n=41) and Comparison Group (n=38). The Sensory Processing Measure (SPM) was used to evaluate the sensory profile of the children: parents reported information about their children's characteristics in the home environment, and teachers reported information about the same cha…

Metaphor comprehension in children with and without autism spectrum disorder

Abstract Metaphor comprehension was studied in three groups of children from 6 to 12 years old: a group with autism spectrum disorder with level 2 severity (ASD, n = 22) and two comparison groups with typical development: one matched with the ASD group on chronological age (TCD group, n = 22) and the other matched on linguistic age (TLD group, n = 22). The TCD group performed better than the TLD group, which performed better than the ASD group, on the comprehension of both conventional and novel metaphors, with better performance found on conventional metaphors than on novel ones. We suggest that both linguistic and extralinguistic competencies (usually limited in level 2 ASD) would be nece…

Parental Stress and ASD

The objectives of this study were (a) to evaluate parental stress in parents of children with autism spectrum disorders (ASD group) and compare it with the stress in parents of children with typical development (comparison group); (b) to study the relationship between parental stress, autism severity, and both verbal and performance IQ; and (c) to study the relationship between parental stress and resilience. Parental stress in the ASD group was clinically significant and higher than in the comparison group. The child’s autism severity was a significant predictor of parental stress related to the child’s distractibility and hyperactivity. The child’s verbal IQ was a significant predictor o…

Comparative study of sensory modulation vulnerabilities in children with and without ASD in family and school contexts

Background: Children with autism spectrum disorder (ASD) may present sensory processing alterations that are specific to each environment in which they develop, inevitably impacting their daily fun...

Sensory processing in children with Autism Spectrum Disorder: Relationship with non-verbal IQ, autism severity and Attention Deficit/Hyperactivity Disorder symptomatology

Abstract The main objective of this study was to analyze in a sample of children with ASD the relationship between sensory processing, social participation and praxis impairments and some of the child's characteristics, such as non-verbal IQ, severity of ASD symptoms and the number of ADHD symptoms (inattention and hyperactivity/impulsivity), both in the home and main-classroom environments. Participants were the parents and teachers of 41 children with ASD from 5 to 8 years old ( M  = 6.09). They completed the Sensory Processing Measure (SPM) to evaluate sensory processing, social participation and praxis; the Gilliam Autism Rating Scale (GARS-2) to evaluate autism severity; and a set of i…

Indicadores tempranos (0-36 meses) de riesgo de trastorno del espectro autista. Un estudio de revisión.

La prevalencia del trastorno del espectro autista (TEA) ha aumentado de manera muy notable en los últimos años debido fundamentalmente a un aumento del conocimiento sobre el mismo por parte de los profesionales responsables de su identificación y/o diagnóstico.El presente trabajo tiene como objetivo realizar una revisión de los artículos publicados en 2018 que se han propuesto identificar entre los 0 y 36 meses de vida predictores fiables de la posterior aparición del TEA.Se realizó una búsqueda en PsycInfo en la que se localizaron 8 estudios empíricos diseñados para evaluar el poder predictivo de estos indicadores tempranos.En estos estudios se identificaron diferentes síntomas que se cons…

Symbolic play among children with autism spectrum disorder: a scoping review

Symbolic play is considered an early indicator in the diagnosis of autism spectrum disorder (ASD) and its assessment. The objective of this study was to analyze the difficulties in symbolic play experienced by children with ASD and to determine the existence of differences in symbolic play among children with ASD, children with other neurodevelopmental disorders and children with typical development. A scoping review was carried out in the Web of Science (WoS), Scopus, ERIC, and PsycInfo databases, following the extension for scoping reviews of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. The number of papers included in the review was 22. The r…

Is It Possible to Educate, Intervene or “Cure” Autism Spectrum Disorder? A Content Analysis of YouTube Videos

YouTube es uno de los sitios web más conocidos y de mayor acceso en todo el mundo, por lo que tiene un gran potencial pedagógico. No obstante, la calidad y la veracidad de algunos videos de YouTube son cuestionables. Las dudas sobre la confiabilidad del contenido fáctico es un factor controvertido que debe tenerse en cuenta, especialmente cuando se abordan cuestiones de salud pública. Por ello, el principal objetivo de este trabajo es analizar el contenido de los vídeos en español más vistos en YouTube relacionados con el trastorno del espectro autista (TEA). Para la realización de esta investigación se utilizaron los términos "autismo Y educación", "autismo Y intervención" y "autismo Y cur…

El debate educativo de 1978 a través de Twitter. Una experiencia de formación de profesorado

La comprensión del debate político que provocó la Constitución Española de 1978 en materia de educación puede resultar una tarea complicada para los futuros docentes. No obstante, se trata de un conocimiento de notable interés en la formación del profesorado. Con el fin de facilitar el aprendizaje de la legislación y paliar ese sentimiento de rechazo, estudios previos se han servido de Twitter como una herramienta facilitadora del aprendizaje. Por ello, el objetivo del presente estudio es doble: a partir de una actividad llevada a cabo en la formación inicial de futuros docentes, analizar la percepción del grado de conocimientos y motivación de los estudiantes implicados con el uso de esta …

Analysis of the perceived self-­‐efficacy in the use of ICT of pre-­‐ service primary and preschool teachers

La formación del profesorado en el uso de las TIC es un aspecto importante para conseguir una verdadera integración de las TIC en la educación. Según el modelo TPACK, esta formación no debe limitarse a contemplar de manera separada los aspectos relacionados con las TIC, el contenido curricular y la metodología. En el presente estudio se explora la percepción de autoeficacia en cuanto al uso de las TIC en el aula de una muestra de 107 estudiantes de los grados de Maestro/a en Educación Infantil y en Educación Primaria. Para ello se emplea una traducción del cuestionario para la autoevaluación de las competencias TIC elaborado por Tondeur et al. (2016). Los resultados del estudio muestran que…

THE EFFECTIVENESS OF TEACCH INTERVENTION IN AUTISM SPECTRUM DISORDER: A REVIEW STUDY

This work includes a review of the literature to analyze the effectiveness of the TEACCH intervention, as well as the effect of this intervention on the level of parental and teachers’ stress of children with autism spectrum disorder (ASD). Considering the inclusion criteria, a total of 14 studies were analyzed. Regardless of the context of intervention, all the studies revealed developmental abilities improvements and a reduction in autistic symptoms and maladaptative behaviors. In 11 of the 14 studies, statistically significant improvements were obtained. As for the effect of the TEACCH intervention in the level of the parents or teachers stress, out of the 7 studies that evaluated stress…

Attitudes of elementary school teachers towards inclusive education in Ecuador

Resumen Las actitudes de los docentes hacia la inclusión son un factor relevante para permitir que las políticas educativas inclusivas puedan materializarse verdaderamente en prácticas inclusivas. Estas actitudes se ven influenciadas por diferentes variables, entre las que se encuentran la formación y experiencia en el ámbito de la inclusión y las condiciones y recursos disponibles para llevar a cabo prácticas educativas. El objetivo del presente trabajo es analizar las actitudes hacia la inclusión educativa en una muestra de 66 docentes de 15 centros educativos de la ciudad de Cuenca (Ecuador), mediante una escala tipo Likert de 23 ítems. Los resultados muestran que los docentes presentan …

Semantic Verbal Fluency in Children with and without Autism Spectrum Disorder: Relationship with Chronological Age and IQ

We administered a semantic verbal fluency (SVF) task to two groups of children (age range from 5 to 8): 47 diagnosed with Autism Spectrum Disorder (ASD Group) and 53 with typical development (Comparison Group), matched on gender, chronological age, and non-verbal IQ. Four specific indexes were calculated from the SVF task, reflecting the different underlying cognitive strategies used: clustering (component of generativity and lexical-semantic access), and switching (executive component, cognitive flexibility). First, we compared the performance of the two groups on the different SVF task indicators, with the ASD group scoring lower than the Comparison Group, although the difference was grea…

The impact of sensory processing on executive and cognitive functions in children with autism spectrum disorder in the school context

Abstract Background Theoretical approaches propose a hierarchical organization of sensory and higher-order cognitive processes, in which sensory processing influence some cognitive and executive functions. Aims The main objective of this study was to analyze whether sensory processing dysfunctions can predict the cognitive and executive dysfunctions evaluated in a group of children with level 2 autism spectrum disorder (ASD) in the school context. Methods and procedures Two groups of children participated: an ASD group (n = 40) and a group of children with typical development (the comparison group, n = 40). The children’s sensory processing was evaluated based on their teachers’ perceptions…

Parental stress and resilience in autism spectrum disorder and Down syndrome

The aim of this study was to compare parental stress and resilience in parents of children with autism spectrum disorder (ASD), Down syndrome (DS), and typical development (TD), and analyze the relationship between these two constructs. A total of 97 parents participated (ASD: n = 32, DS: n = 23, and TD: n = 42). The instruments used were the Parental Stress Index and the Resilience Scale. The ASD group obtained higher parental stress related to the child’s characteristics but not related to the parents’ characteristics. The three groups obtained moderate resilience, and high resilience was associated with low parental stress in the ASD and DS groups. The higher parental stress obtained in…

Sensory Processing in Children with Autism Spectrum Disorder and/or Attention Deficit Hyperactivity Disorder in the Home and Classroom Contexts

Sensory Processing in Children with Autism Spectrum Disorder and/or Attention Deficit Hyperactivity Disorder in the Home and Classroom Contexts.

Children with neurodevelopmental disorders often show impairments in sensory processing (SP) and higher functions. The main objective of this study was to compare SP, praxis and social participation (SOC) in four groups of children: ASD Group (n = 21), ADHD Group (n = 21), ASD+ADHD Group (n = 21), and Comparison Group (n = 27). Participants were the parents and teachers of these children who were 5-8 years old (M = 6.32). They completed the Sensory Processing Measure (SPM) to evaluate the sensory profile, praxis and SOC of the children in both the home and classroom contexts. In the home context, the most affected was the ASD+ADHD group. The ADHD group obtained higher scores than the ASD gr…

EFFECTIVENESS OF SOCIAL STORIES IN INTERVENTION IN AUTISTIC SPECTRUM DISORDER: A REVIEW

Social stories, as a technique of psychoeducational intervention, constitute a recurring element in the practice of professionals responsible for intervention with people with autism spectrum disorder (ASD). This work presents a review of the scientific literature of the last decade about the effectiveness of the application of social stories in the intervention in communication and social skills in people with ASD. Twenty-nine empirical studies were selected according to specific criteria, analyzed according to six categories: age of the participants, objective of the intervention, context of application, person applying the intervention, social validity, and comparison with other interven…

Joint Attention and Its Relationship with Autism Risk Markers at 18 Months of Age

(1) Joint attention is the ability to coordinate attention to share a point of reference with another person. It has an early onset and is a clear indicator of understanding the representations of others, and it is essential in the development of symbolic thought and the acquisition of language. Deficiencies in this prelinguistic early communication skill are strong markers of the risk of autism spectrum disorder (ASD); (2) this longitudinal study aimed to evaluate joint attention skills in a group of 32 infants at two developmental moments (8 and 12 months) in order to explore whether their performance on this skill was related to the presence of early signs of ASD at 18 months. Logistic m…