TRASTORNOS DEL ESPECTRO AUTISTA (AUTISM SPECTRUM DISORDER)
Manuel Ojea Rúa. catedrático de Orientación Educativa (NRP: 3492563057A0511). Doctor en Psicología- Pedagogía por la Universidad de Vigo, integrante del Grupo de Investigación PS1: Psicología Jurídica y de la Salud: Convivencia y Bienestar. En el ámbito investigador, es autor de 49 libros y más de 100 artículos en revistas científícas nacionales e internacionales en el área del autismo. ORCID: https://orcid.org/0000-0002-9787-2520 MAIL: moxea@uvigo.es
Wednesday 13 March 2024
Thursday 7 March 2024
PÓSTER PRESENTADO AL CONGRESO AUTISMO PUEBLA (MÉXICO)
CONGRESO AUTISMO PUEBLA (MÉXICO)
LA TEORÍA CÍCLICA GLOBAL EXPLICATIVA DEL PENSAMIENTO EN PERSONAS CON TRASTORNO DEL ESPECTRO AUTISTA
Friday 16 February 2024
PROGRAMAS DE ATENCIÓN A LA DIVERSIDAD O METODOLOGÍA DIDÁCTICA REGULAR (INSTITUTIONAL PROJECTS OF DIVERSITY VS. REGULAR DIDACTIC)
PhD. Manuel Ojea Rúahttps://orcid.org/0000-0002-9787-2520
Google Scholar Link : https://scholar.google.com/citations?view_op=view_citation&hl=en&user=12fpHDQAAAAJ&sortby=pubdate&authuser=2&citation_for_view=12fpHDQAAAAJ:1W67FsDfIBAC
Linkedin Link : https://www.linkedin.com/posts/international-journal-of-multidisciplinary-research-and-analysis-790a321b9_article-title-institutional-projects-of-activity-7163855543852253184-UeW0?utm_source=share&utm_medium=member_desktopZenodo Link : https://zenodo.org/records/10664584Europub Link : https://europub.co.uk/articles/730903Index Copernicus Link : https://journals.indexcopernicus.com/search/article?articleId=3840209
Linkedin Link : https://www.linkedin.com/posts/international-journal-of-multidisciplinary-research-and-analysis-790a321b9_article-title-institutional-projects-of-activity-7163855543852253184-UeW0?utm_source=share&utm_medium=member_desktop
ABSTRACT
The teaching and learning of students with Autism Spectrum Disorder (ASD) requires the design of diversity projects at the different institutional levels of the educational centre. However, if these projects are not well adapted to the specific needs of the students, they will not achieve the expected effective results. In a study conducted with a total of 145 participants from different schools, it was shown that the presence of specific institutional educational projects was not a sufficient condition to respond effectively to the needs of the participants, whose curricular and social improvements were not shown to be significant (sig: .66). Even in the absence of these high-scale projects, when the usual methodology was well adapted to the specific needs of students with ASD, the improvements found in the academic and social, that´s coded as dependent variable (DV): improving, domains were highly significant (sig: .00) in terms of the use of meaningful didactics based on the creation of networks of relationships between informative content or highly meaningful learning. Now, the interactive constant of both components, i.e. the intersection of a project design when these have been appropriately adapted to the particular needs, then both variables became the explanatory variance of the academic and social of DV of students with ASD (constant t for the sum of nodal relationships + project: 3.70 (sig: .00), to which was added the explanatory variance of the students' age intervals (constant t for the sum of nodal relationships + project + age: 4.07, sig: .00): 3.70 (sig: .00), to which was also added the explanatory variance of the students´age intervals (constant t for the sum of nodal relationships + project + age: 4.07, sig: .00). 70 (sig: .00), to which the explanatory variance of the students´ age intervals were also added (constant t for the sum of nodes + project + age: 4.07, sig: .00). In conclusion, the design of general institutional projects, even if they cover all levels of education, are not effective on their own unless they are specifically tailored to the particular needs of the target student’s variable: “improving”.
KEYWORDS:
Autism spectrum disorder. Significant learning. Educational projects. Adapted regular teaching.
REFERENCES
1) American Psychiatric Association (APA) (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing. https://www.psychiatry.org/psychiatrists/practice/dsm
2) Aracı, N., Melekoğlu, M. A., & Çetin, M. E. (2023). Impact of a mnemonic strategy on learning science concepts for middle school students with specific learning disabilities. Learning Disabilities: A Contemporary Journal 2(1), 69–85. https://psycnet.apa.org/record/2024-32302-005
3) Baddeley, A. D. (1999). Essentials of human memory. Washington: Psychology Press. https://psycnet.apa.org/record/1999-02729-000
4) Baker, S., Gersten, R., & Lee, D. (2002). A synthesis of empirical research on teaching mathematics to low-achieving students. The Elementary School Journal, 103, 51–73. https://www.researchgate.net/publication/249134736_A_Synthesis_of_Empirical_Research_on_Teaching_Mathematics_to_Low-Achieving_Students
5) Biancarosa, G., & Snow, C. E. (2004). Reading next. A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellence in Education. https://media.carnegie.org/filer_public/b7/5f/b75fba81-16cb-422d-ab59-373a6a07eb74/ccny_report_2004_reading.pdf
6) Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199–210. https://www.researchgate.net/publication/227279167_How_Far_Have_We_Moved_Toward_the_Integration_of_Theory_and_Practice_in_Self-Regulation
7) Boon, R. T., Urton, K., Grünke, M., & Rux, T. A. (2019). Mnemonic strategies in mathematics instruction for students with learning disabilities: A narrative review. Learning Di¬sabilities: A Multidisciplinary Journal, 24(1), 49–62. https://doi.org/10.18666/LDMJ- 2019-V24-I2-9901
8) Caron, M. J., Mottron, L., Berthiaume, C., & Dawson, M. (2006). Cognitive mechanisms, specificity and neural underpinnings of visuospatial peaks in autism. Brain, 129, 1789–802. https://pubmed.ncbi.nlm.nih.gov/16597652/
9) Carter, E. W., Common, E. A., Sreckovic, M. A., Huber, H. B., Bottema-Beutel, K., Gustafson, J. R., ... & Hume, K. (2014). Promoting social competence and peer relationships for adolescents with autism spectrum disorders. Remedial and Special Education, 35(2), 91–101. https://doi.org/10.1177/07419332513514618
10) Center on Multi-Tiered Systems of Support. (2022). Implementation. https://mtss4success.org/implementation
11) Cioca, L., & Nerisanu, R. A. (2020). Enhancing creativity: Using visual mnemonic devices in the teaching process in order to develop creativity in students. Sustainability, 12(5), 1985. https://doi.org/10.3390/su12051985
12) Cook, B., & Cook, S. (2013). Unravelling evidence-based practices in special education. The Journal of Special Education, 47(2), 71–82. https://doi.org/10.1177/0022466911420877
13) Cook, B., & Odom, S. L. (2013). Evidence-based practices and implementation science in special educa¬tion. Exceptional Children, 79(2), 135–144. https://doi.org/10.1177/001440291307900201
14) Cook, B., Cook, S. C., & Collins, L. W. (2016). Terminology and evidence-based practice for students with emotional and behavioral disorders: Exploring some devilish details. Beyond Behavior, 25(2), 4–13. https://doi.org/10.1177/107429561602500202
15) Council of Europe. (2018). CEFR companion volume with new descriptors. https://www.researchgate.net/publication/338178234_Council_of_Europe_2018
_Common_European_Framework_of_Reference_for_Languages_
Learning_Teaching_Assessment_Companion_Volume_with_
New_Descriptors_Strasbourg_Council_of_Europe_Publishing_Authors_B_North_E
16) Dembo, M. H., & Eaton, M. J. (2000). Self- regulation of academic learning in middlelevel schools. Elementary School Journal, 100(5), 473–490. https://www.jstor.org/stable/1002280
17) Dunn, M., & Miller, D. (2016). Improving story writing: Integrating the story mnemonic stra¬tegy with iPad apps for art and keyboarding. International Journal for Research in Learning Disabilities, 3(1), 11–28. https://www.semanticscholar.org/paper/Improving-Story-Writing%3A-Integrating-the-Story-with-Dunn-Miller/d9444d49593320391a1127fade56be4843b6e323
18) Fleury, V. P., Hedges, S., Hume, K., Browder, D., Thompson, J., Fallin, K., El Zein, F., Reutebuch, C., & Vaughn, S. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in secondary education. Remedial and Special Education, 35(2), 68–79. https://doi.org/10.1177/0741932513518823
19) Frith, C. (2004). Is autism a disconnection disorder? The Lancet Neurology, 3(10), 577. https://doi.org/10.1016/s1474-4422(04)00875-0
20) Frith, U. (1989). Autism: Explaining the enigma. Oxford: Blackwell. https://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55))/reference/referencespapers.aspx?referenceid=1268296
21) Frost, K. M., Brian, J., Gengoux, G. W., Hardan, A., Rieth, S. R., Stahmer, A., & Ingersoll, B. (2020). Identifying and measuring the common elements of naturalistic developmental behavioral interventions for autism spectrum disorder: Development of the NDBI-Fi. Autism. 24(8), 2285-97. https:// doi. org/10. 1177/ 13623 61320 944011.
22) Gersten, R., Chard, D., Jayanthi, M., Baker, S., Morphy, P., & Flojo, J. (2009). A meta-analysis of mathematics instructional interventions for students with learning disabilities: A technical report. Los Alamitos, CA: Instructional Research Group.
23) Gore, M. C. (2010). Inclusion strategies for secondary classrooms: Keys for struggling learners. Corwin Press: SAGE. https://doi.org/10.4135/9781483350424
24) Happé, F. G. (1999). Autism: Cognitive deficit or cognitive style? Trends in Cognitive Sciences, 3(6), 216–222. Doi: 10.1016/s1364-6613(99)01318-2
25) Happé, F., & Frith, U. (2006). The weak central coherence account: Detail- focused cognitive style in autistic spectrum disorders. Journal of Autism and Developmental Disorders, 36, 5–25. https://pubmed.ncbi.nlm.nih.gov/16450045/
26) Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112. https://journals.sagepub.com/doi/abs/10.3102/003465430298487
27) Hume, K., Odom, S. L., Steinbrenner, J. R., DaWalt, S., Hall, L. J., Kraemer, B. ... & Bolt, D. M. (2022). Efficacy of a School-Based Comprehensive Intervention Program for Adolescents with Autism. Exceptional Children, 88(2), 23–240. DOI:10.1177/00144029211062589. https://pubmed.ncbi.nlm.nih.gov/33449225/
28) Larkan-Skinner, K., & Shedd, J. M (2021). Real-Time Data and Predictive Analytics: Where Does IR Fit? New Directions for Institutional Research, 2020(185-186), 11–24. DOI:10.1002/ir.20326. https://onlinelibrary.wiley.com/doi/abs/10.1002/ir.20326
29) Liu, A. Y, Lacoe, J., Lipscomb, S., Halmson, J., Johson, D. R., Thurlow, M. ... & Sllverberg, M. (2018). Preparing for life after high school: The characteristics and experiences of youth in special education. Findings from the national longitudinal transition study 2012. Vol. 3: Comparisons over Time (Full Report) (NCEE 2018-4007). Washington, DC: U.S. Department of Education, Institute of Education Sciences. https://files.eric.ed.gov/fulltext/ED580934.pdf
30) Lubin, J., & Polloway, E. A. (2016). Mnemonic instruction in science and social studies for students with learning problems: A review. Learning Disabilities: A Contemporary Journal, 14(2), 207–224. https://www.semanticscholar.org/paper/Mnemonic-Instruction-in-Science-and-Social-Studies-Lubin-Polloway/e2eb55c26e0cde6a31c33ead248288def86625f4
31) Maenner, M. J., Shaw, K. A., & Baio, J. (2020). Prevalence of autism spectrum disorder among children aged 8 years autism and developmental disabilities monitoring network, 11 sites, United States, 2016. MMWR Surveillance Summaries, 69(4), 1–12. https://doi.org/10.15585/mmwr.ss6904a1
32) Mandinach, E. B. (2012). A perfect time for data use: Using data-driven decision making to inform practice. Educational Psychologist, 47(2), 71–85. DOI: 10.1080/00461520.2012.667064.
33) McFarland, J., Hussar, B., Zhang, J., Wang, X., Wang, K., Hein, S. ... & Barmer, A. (2019). The condition of education 2019 (NCES 2019-144). IES. National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2019144
34) Morin, K. L., Sam, A., Tomaszewski, B., Waters, V., & Odom, S. L. (2021). Knowledge of evidence-based practices and frequency of selection among school-based professionals of students with autism. The Journal of Special Education, 55(3), 143–152. DOI: 10.1177/0022466920958688. journalofspecialeducation.sagepub.com
35) Mursi, N. B., Sulaimani, M. F. (2022). Influence of context related factors on Saudi special education teacher´s understanding of evidence, evidence- based, and evidence- based practices. Problems of Education in the 21st Century, 80(4), 588–600. https://doi.org/10.33225/pec/22.80.588
36) Odom, S. L., Collet-Klinenberg, L., Rogers, S., & Hatton, D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54, 275–282. https://www.tandfonline.com/doi/full/10.1080/10459881003785506
37) Ojea, M. (2023). Autism: New conceptual propositional hypothesis. European Journal of Theoretical and Applied Sciences, 1(6), 115–124. https://ejtas.com/index.php/journal/article/view/437
38) Reichow, B., & Volkmar, F. R. (2011). Evidence-based practices in autism: Where we started. In B. Reichow, P. Doehring, D. V. Cicchetti, & F. R. Volkmar (Eds.), Evidence-based practices and treatments for children with autism (pp. 3–10). Springer. https://psycnet.apa.org/record/2010-25555-001
39) Selçuk, Z. (2018). Eğitim psikolojisi [Education Psychology]. Nobel Akademi. https://www.academia.edu/36316637/E%C4%9Fitim_Psikolojisi
40) Spencer, T., Detrich, R., & Slocum, T. A. (2012). Evidence-based practice: A framework for making effective decisions. Education and Treatment of Children, 35(2), 127–151. https://doi.org/10.1353/etc.2012.0013
41) Test, D. W., Smith, L. E., & Carter, E. W. (2014). Equipping youth with autism spectrum disorders for adulthood: Promoting rigor, relevance, and relationships. Remedial and Special Education, 35(2), 80–90. https://doi.org/10.1177/0741932513514857
42) Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, 99–114. https://psycnet.apa.org/record/2001-00001-007
43) Vaughn, S., Wanzek, J., Murray, C. S. (2012). Intensive interventions for students struggling in reading and mathematics. A Practice Guide. Portsmouth, NH: Center on Instruction at RMC Research Corporation. https://files.eric.ed.gov/fulltext/ED531907.pdf
44) Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S. ... & Schultz, T. R. (2015). Evidence based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45, 1951–1966. https://doi.org/10.1007/s10803-014-2351-z
45) Yamamoto, S. H., & Alverson, C. Y. (2023). Post-high school outcomes of students with autism spectrum disorder and students with intellectual disability: Utilizing predictive analytics and state data for decision making. Journal of Intellectual Disabilities, 27(3) 633–647. DOI: 10.1177/17446295221100039. journals.sagepub.com/home/jid
46) Zhang, J., Martella, R. C., Kang, S., & Yenioglu, B. Y. (2023). Response to Intervention (RTI)/ Multi-Tiered Systems of Support (MTSS): A nationwide analysis. Journal of Educational Leadership and Policy Studies, 7(2), 1–26. https://files.eric.ed.gov/fulltext/EJ1396417.pdf
47) Ziviani, J., Wilkinson, S., Hinchliffe, F., & Feeney, R. (2015). Mapping allied health evidence-based practice: providing a basis for organisational realignment. Australian Health Review, 39(3), 295–302. https://doi.org/10.1071/AH14161
Wednesday 31 January 2024
MALTRATO ESCOLAR (SOCIAL)
El maltrato escolar y social como una cuestión sistémica: el que maltrata no solo es el maltratador; quien chismorrea, calla o ríe la gracia también lo es.
Diario La Región, 31-1-2024
ACOSO ESCOLAR: UNA CUESTIÓN DE SISTÉMICA GLOBAL
El acoso entre iguales como consecuencia de las
actitudes y los comportamientos en el contexto socio- educativo
Prof. Dr. Manuel Ojea Rúa
En efecto, en
el ámbito de los centros educativos, tanto desde la acción tutorial debidamente
planificada, de la estructura del Plan de Convivencia, así como, desde los programas
específicos de prevención, propuestos por la legislación educativa actual, se
trata de proponer formas preventivas y de actuación inmediata frente al acoso
escolar y sus graves consecuencias en el ámbito psico- social de las personas
que lo sufren.
Y, aunque, asimismo,
son muy evidentes las teorías conceptuales que hacen hincapié en las hipótesis
basadas en la presencia de perfiles de las personas acosadoras, que ejercen el
maltrato entre sus iguales más sensitivos, esta concepción proposicional de
entender el proceso del maltrato escolar no es tan lineal como puede parecer,
pues, un perfil específico concreto, que sea sensible, puede convertirse en
colaborador del grupo acosador y así poder protegerse del efecto del maltrato,
hallando así un modo de pertenencia, que evita su propia autodestrucción
individual.
Pues bien, en
materia de bullying, ya dediqué algunos artículos en este mismo Xornal
Escolar, cuando publiqué un protocolo de actuación ante el acoso escolar (La
Región, 11-2-2016), que, luego, amplié con el análisis de la detección del mobbing
existente entre los docentes (La
Región, 24-5-2016), por lo que, en este artículo, intento centrarme en la
consideración sistémica del concepto del maltrato escolar, pues sin esta acepción
hipotética, difícilmente, este podrá erradicarse.
Por lo que,
más allá de la política escolar oficial, la cual, sin duda, debe ser clara, rotunda
y altamente previsora de las situaciones conflictivas, los elementos esenciales
están conformados por los comportamientos personales de los propios participantes
en el medio interactivo socio- escolar, que conforman el proceso intrínseco
bajo el cual subyacen las conductas luego emergentes negativas. No, en pocas
ocasiones, los estudiantes acosadores no hacen sino imitar las actitudes despectivas
y/o de intimidación observadas durante el proceso interactivo socio- escolar de
forma, muchas veces, directa, pero, otras muchas, de forma indirecta, pero que
ambas constituyen modos conductuales claramente observables dentro del contexto
en sí mismo.
Estas
situaciones pueden producirse, tanto en ámbitos formales, como son reuniones,
comisiones y/o la propia dinámica del aula, como, sobre todo, en ambientes no
formales e informales, como diálogos de pasillo, comentarios de café, opiniones
en la sala de docentes, así como los comentarios de las familias durante entradas
y salidas del colegio, en la que se pueden producir alegatos despectivos sobre
esta o aquella cuestión, que terminan llegando al ámbito del aula de forma
expresa o encubierta, en calidad de cultivos consecuentes con las situaciones
posteriores de acoso y/o maltrato.
Pongamos algunos
ejemplos intrínsecos de una consecuencia indirecta del acoso entre iguales. Desde
un equipo directivo se produce una actitud despectiva hacia un determinado
docente, la cual es reiterativa, que se evidencia en el contexto de las
reuniones oficiales. Pues bien, esta situación siempre acaba teniendo una repercusión
general en el centro. La desconsideración hacia ese docente se extiende encubierta
dentro de la clase, de forma que, si ese docente valora la actitud o el trabajo
de un determinado estudiante, ese mismo estudiante puede convertirse en un
objetivo de los compañeros de perfil acosador. La situación persiste porque la
mayoría acepta y calla ante este tipo de situaciones para no ganarse la
enemistad, especialmente, cuando se trata de los denominados grupos de poder
dentro del contexto socio- escolar.
Si dentro
del contexto del aula, un docente estima en demasía o desestima la actitud y/o
el trabajo de un determinado estudiante, que reitera asiduamente, si este se
trata de estudiante sensitivo, ya puede convertirse en objeto de acoso entre
iguales por los de mayor perfil acosador.
O, cuando, también,
en el ámbito del aula, al mismo estudiante se le corrige en público sus aspectos
más débiles reiteradamente o se le hace constantemente preguntas a sabiendas de
su posible fracaso en la respuesta, este pronto se convierte en objetivo de
risa en público, que, luego, esa misma situación se generaliza al área de ocio y
tiempo libre.
Si, por el
contrario, en el ámbito de clase, al mismo estudiante se le pone en público como
ejemplo de perfección, sobredimensionando su individualidad, aunque así fuera, este
podría convertirse en objetivo de acoso posteriormente, pues, sobredimensionar
una cualidad, sino es autoatribuido, puede perjudicar más que beneficiar a dicho
estudiante/ persona.
Durante las
salidas o entradas, unas familias están haciendo comentarios negativos
ocasionales o reiterados sobre otra determinada familia, el estudiante
perteneciente a esa familia cuestionada, puede convertirse en un objetivo de
los perfiles más acosadores en el contexto socio- educativo.
Cuando entre
el propio grupo de estudiantes, se critica y/o deprecia la actitud social y/o
escolar de un determinado compañero, el cual es más sensitivo, este puede convertirse
en objetivo de una situación de bullying entre iguales, ya no solo desde
el grupo que critica, sino que la situación puede generalizarse a otros grupos
con perfiles acosadores dentro del contexto social y escolar.
Los efectos
de todos estos y otros muchos ejemplos, van a ejercer una intensidad que va a
depender de otros muchos elementos sistémicos educativos, es decir, de la
cultura organizativa en sí, del estilo de liderazgo del centro y de la
consideración de todos los factores organizativos internos que lo conforman.
Pero, además, esta presión educativa no se halla aislada, sino que, por el
contrario, está rodeada de múltiples interacciones sociales que giran alrededor
de conceptos, dentro de los cuales, la presión grupal ejerce toda su influencia
sobre un chivo expiatorio, que siempre coincide con alguien diferencial y/o de
mayor debilidad/ sensibilidad psico- social.
Seguramente,
ninguna de estas acciones se realiza con esta finalidad última, pero, de forma
explícita o implícita, se convierten, siempre, en causas explícitas del acoso
entre iguales.
En
consecuencia, además de los planes y programas formales, bien estructurados,
frente el acoso escolar, es preciso acompañarlos de las acciones cotidianas
personales y sociales que no busquen antropomorfizar el trabajo grupal docente,
ni gestionar la autoridad moral de determinados comentarios, que pueden ocasionar,
consecuencias muy graves en el ámbito individual, que, a veces, son irreparables,
aun cuando estas no hubieran tenido inicialmente tal intención.
Pues bien,
todo cuanto estoy proponiendo no es en nada una opinión personal, ni la idea consecuente
de la improvisación, por el contrario, responde a un conjunto de
investigaciones empíricamente contrastadas y altamente refutadas en el ámbito
internacional, relativa al acoso escolar, que son harto conocidas (Olweus,
1993; Fitch,
2005; Orpinas y
Horne, 2006; Totura
et al., 2009; Namie
y Namie, 2000; Crothers,
Kolbert y Barker, 2006; Hansen
y otros, 2006; Gunsalus et al.,
2007; Dellasega,
2009; Salmivali
et al., 2010; Zapf
et al., 2011; Richard,
Schneider y Mallet, 2011; Carr,
2015). En todas ellas, así como, entre otros estudios ya más actualizados (Sharma et al., 2023; Saneleuterio
et al., 2023; Irwin
et al., 2023), el acoso escolar es una proposición en cuanto una entidad sistémica
global, consecuencia de todas las interacciones y acciones sociales ejercidas,
cuya influencia es mayor si esta procede de las posiciones de sobreextensión
dimensionadas de los grupos institucionales de mayor poder, que, aun pareciendo
acciones inocuas y/o pasivas, por medio del feedback social se convierten
en procesos altamente activos, que pueden ser altamente aversivas y generadoras
de maltrato en determinadas situaciones particulares dentro del contexto.
Ahora,
dentro de cada uno de nosotros/as, cabe reflexionar sobre nuestras propias acciones
y aportaciones dentro del ámbito socio- familiar y escolar, tanto en referencia
a la escuela primaria, secundaria, como a la enseñanza superior, para tratar de
mejorar de verdad esta situación, pues, más allá de la certeza de las teorías
de la personalidad sobre los tipos cognitivos, que, en efecto, son ciertas,
también las variables interactivas, tales como las actitudes y comportamientos personales,
grupales y/o acciones colegiadas pueden desencadenar un proceso grave de
maltrato con todas las consecuencias que esto puede suponer en cualquiera de
las fases de su desarrollo en una persona concreta, aun cuando, la intención
inicial del grupo no había sido esta.
Friday 26 January 2024
¿PROCESO PERCEPTUAL DE CURACIÓN EN EL TRASTORNO DEL ESPECTRO AUTISTA O ERROR DIAGNÓSTICO INICIAL? HEALING PERCEPTUAL PROCESS IN AUTIMS SPECTRUM DISORDER OR INITIAL MISDIAGNOSIS?
¿PROCESO PERCEPTUAL DE CURACIÓN DEL TRASTORNO DEL ESPECTRO AUTISTA O ERROR DIAGNÓSTICO INICIAL?
HEALING PERCEPTUAL PROCESS IN AUTISM SPECTRUM DISORDER OR INITIAL MISDIAGNOSIS?
European Modern Studies Journal, 7(6), 152-161. 2024.
SUMMARY
Autism spectrum
disorder is characterized by the presence of particularities over neural
networks of the information flexible transmission, which affects the
perceptual-cognitive and socio-behavioural levels of the disorder. This
research appoints a longitudinal Single Case Study performed throughout 32
years, structured in five intervals-evolutionary phases (0–4.5; 4.6–9: 9.1–12;
12.1–16.5; 16.6–32 years-old), that confirms the importance of the influence of
neural networks variable on criteria that had enclosed to disorder symptomatic
group.
The successive
differential changes through the five phases of analysis, in relation to the
variables “perceptive”, “social” and “behaviour” of the analysis found highly
significant, which have been found through the Friedman comparative test; while
the “nodes” variable has remained constant, with high evolutive development
level. Likewise, it has been shown by Pearson correlation analysis, the
variables relationship is significantly related at .1 critical level. The
conclusions confirm that variable related to nodal relationships
"nodes" decisively influences the evolutionary improvement to other
variables investigated, that has been progressively modified the symptomatic
group of the disorder to this Case Study.
The fundamental
conclusion has been suggested that neuropsychological variables of processing,
especially related to the functional ability to relational networks of
information processing must be exhaustively gave additionally to the
socio-behavioural criteria along the disorder evaluation process to avoid
possible initial errors in the diagnostic conclusions.
KEYWORDS
Autism spectrum disorder.
Autism diagnosis. Perceptive- cognition. Semantic memory.
REFERENCES
American Psychiatric Association (APA) (2013). Diagnostic and statistical manual of mental disorders (5th
ed.). American Psychiatric Publishing. https://www.psychiatry.org/psychiatrists/practice/dsm
Arenella,
M., Cadby, G., 3, Witte, W. de, Jones, R. M., Whitehouse, A. J. O., Moses, E.
K., ... & Bralten, J. (2022). Potential role for immune-related genes in
autism spectrum disorders: Evidence from genome-wide association meta-analysis
of autistic traits. Autism, 26(2), 361–372. Doi:
10.1177/13623613211019547
Bowers, M. E., Buzzell, G. A., Bernat, E. M., Fox, N. A., & Barker, T.
V. (2018). Time-frequency approaches to investigating changes in feedback
processing during childhood and adolescence. Psychophysiology, 55,
e13208. https://psycnet.apa.org/record/2018-41005-001
Caron, M. J., Mottron,
L., Berthiaume, C.,
& Dawson,
M. (2006). Cognitive mechanisms, specificity and neural underpinnings
of visuospatial peaks in autism. Brain, 129, 1789–802. https://pubmed.ncbi.nlm.nih.gov/16597652/
Courchesne, E., & Pierce, K. (2005). Why the
frontal cortex in autism might be talking only to itself: local over-connectivity
but long-distance disconnection. Current Opinion in Neurobiology, 15(2),
225–230. https://pubmed.ncbi.nlm.nih.gov/15831407/
de la Torre-Ubieta, L., Won, H., Stein, J. L.,
& Geschwind, D. H. (2016). Advancing the understanding of autism disease mechanisms
through genetics. Nature Medicine, 22(4), 345–361. https://pubmed.ncbi.nlm.nih.gov/27050589/
Dong, W. K., & Greenogh, W. T. (2004). Plasticity of nonneuronal
brain tissue: Roles in developmental disorders. Mental Retardation
and Developmental Disabilities Research Reviews,10(2), 85–90. https://doi.org/10.1002/mrdd.20016
Etkin, A., Buchel, C., & Gross, J. J.
(2015). The neural bases of emotion regulation. Nature Reviews Neuroscience,
16, 693–700. Doi:10.1038/nrn4044
Fox, M. D., & Raichle, M. E. (2007).
Spontaneous fluctuations in brain activity observed with functional magnetic
resonance imaging. Nature Reviews Neuroscience, 8(9), 700–711. https://www.nature.com/articles/nrn2201
Frith, C. (2004).
Is autism a disconnection disorder? The Lancet Neurology, 3(10),
577. https://doi.org/10.1016/s1474-4422(04)00875-0
Frith, U. (1989). Autism: Explaining the enigma.
Oxford: Blackwell. https://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55))/reference/referencespapers.aspx?referenceid=1268296
Grove, J., Ripke, S., Als, T. D., Mattheisen,
M., Walters, R. K., Won, H., . . . & Børglum, A. D. (2019). Identification of
common genetic risk variants for autism spectrum disorder. Nature Genetics,
51(3), 43–444. https://pubmed.ncbi.nlm.nih.gov/30804558/
Happé, F. G. (1999). Autism: Cognitive
deficit or cognitive style? Trends in Cognitive Sciences, 3(6), 216–222.
Doi: 10.1016/s1364-6613(99)01318-2
Happé, F., & Frith, U. (2006). The weak central coherence
account: Detail- focused cognitive style in autistic spectrum disorders. Journal
of Autism and Developmental Disorders, 36, 5–25. https://pubmed.ncbi.nlm.nih.gov/16450045/
Harper, J., Malone, S. M., & Bernat, E. M.
(2014). Theta and delta band activity explain N2 and P3 ERP component activity
in a go/no-go task. Clinical Neurophysiology, 125, 124–132. https://pubmed.ncbi.nlm.nih.gov/23891195/
Hull, J. V., Jacokes, Z. J., Torgerson, C. M.,
Irimia, A., & Van Horn, J. D. (2016). Resting-state functional connectivity
in autism spectrum disorders: A review. Frontiers in Psychiatry, 7,
Article 205. Doi:10.3389/fpsyt.2016.00205
Jones, R. M. (2015). MACROD2 gene associated
with autistic- like traits in a general population sample. Psychiatric Genetics,
24(6), 241–248. https://journals.lww.com/psychgenetics/Abstract/2014/12000/MACROD2_gene_associated_with_autistic_like_traits.2.aspx
Just, M., Cherkassky, V.,
Keller, T., & Minshew, N. J. (2004) Cortical activation and
synchronization during sentence comprehension in high-functioning autism: evidence
of underconnectivity. Brain, 127(8), 1811–1821. https://pubmed.ncbi.nlm.nih.gov/15215213/
Kim,
S. H., Buzze, B., Faja, S., Choi, Y. B., Thomas, H. R., Brito, N. H., ... &
Fox, N. (2020). Neural dynamics of executive function in cognitively able
kindergarteners with autism spectrum disorders as predictors of concurrent
academic achievement. Autism, 24(3), 780–794. https://doi.org/10.1177/136236131987492
Leibenluft, E. (2017). Pediatric irritability: A
systems neuroscience approach. Trends in Cognitive Sciences, 21,
277–289. Doi:10.1016/j.tics.2017.02.002
Li, H., Xue, Z., Ellmore, T. M., Frye, R. E.,
& Wong, T. C. (2014). Network–based analysis reveals stronger local
diffusion-based connectivity and different correlations with oral language
skills in brains of children with high functioning autism spectrum disorders. Human
Brain Mapping, 5(2), 396–413. https://pubmed.ncbi.nlm.nih.gov/23008187/
Mevel, K., Fransson, P., & Bölte, S. (2015). Multimodal brain imaging
in autism spectrum disorder and the promise of twin research. Autism, 19(5),
527–541. Doi: 10.1177/1362361314535510
Ojea, M. (2023a). Autism:
New conceptual propositional hypothesis. European Journal of Theoretical and
Applied Sciences, 1(6), 115–124. https://ejtas.com/index.php/journal/article/view/437
Ojea, M. (2023b).
Interrelations between perceptive- cognitive factors and behavioural variables
to level diagnosis of people with autism spectrum disorder. RA Journal of
Applied Research, 9(11), 540–548. http://www.rajournals.in/index.php/rajar/article/view/1254
Ojea, M. (2023c).
Perceptual behavioural precision scale (PB. PS- ASD). Lima. Ed. Barcelona. https://libreriaites.com/producto/escala-de-precision-perceptivo-conductual-ep-pc-tea/
Polleux,
F., & Lauder,
J. M. (2004). Toward a developmental neurobiology of autism. Mental Retardation
and Developmental Disabilities Research Reviews, 10(4), 303–317. https://doi.org/10.1002/mrdd.20044
Shah, A., & Frith, U. (1993).
Why do autistic individuals show superior performance on the block design task?
Journal of Child Psychology and Psychiatry, and Allied Disciplines, 34(8),
1351–1364. https://doi.org/10.1111/j.1469-7610.1993.tb02095.x
Tick, B., Bolton, P., Happé, F., Rutter, M.,
& Rijsdijk, F. (2016). Heritability of autism spectrum disorders: A
meta-analysis of twin studies. The Journal of Child Psychology and Psychiatry
and Allied Disciplines, 57(5), 585–595. https://pubmed.ncbi.nlm.nih.gov/26709141/
Thursday 18 January 2024
PRESENTACIÓN DE LA ESCALA DE PRECISIÓN DIAGNÓSTICA DEL AUTISMO (PRESENTATION OF THE AUTISM DIAGNOSTIC ACCURACY SCALE)
PRESENTACIÓN DE LA ESCALA DE PRECISIÓN DIAGNÓSTICA DEL TRASTORNO DEL ESPECTRO AUTISTA
PRESENTATION OF THE DIAGNOSTIC ACCURACY SCALE FOR AUTISM SPECTRUM DISORDER
Ayer, día 17 de enero de 2024, se ha presentado la Escala de Precisión Diagnóstica del Trastorno del Espectro Autista (TEA), en el el Salón de Grados, de la Facutad de Educación y Trabajo Social, de Ourense, con la participación del Prof. Dr. Ricardo Fandiño, la Prof. Dra. María Dapía y el autor de la Escala, el Prof. Dr. Manuel Ojea.
Quiero expresar mi más sincero agradecimiento a los profesores/as que me han acompañado en la mesa presidnecial, así como a todos los profesores/as, miembros de los departamentos de orientación de toda la provincia y otros profesores/as de los diferentes niveles educativos e integrantes de Gabinetes Psicopedagógicos y Asociaciones Específicas, que habéis llenado la Sala de Grados durante la presentación- formación de la Escala.
A todos y todas: GRACIAS.
SÍNTESIS
Thursday 4 January 2024
BASES TEÓRICAS DE LA ESCALA DE PRECISIÓN DIAGNÓSTICA
BASES TEÓRICAS DE LA ESCALA DE PRECISIÓN DIAGNÓSTICA PUBLICADA EN LA EUROPEAN JOURNAL OF THEORETICAL AND APPLIED RESEARCH, 1(6), 18-45, 2024.
Por Manuel Ojea.
VER VÍDEO EXPLICATIVO DEL AUTOR
LA TEORÍA CÍCLICA GLOBAL
AUTISM PERCEPTUAL- BEHAVIOURAL PRECISION SCALE
Autism Perceptual – Behavioural Precision Scale
European Journal of Theoretical and Applied Sciences, 2(1), 18-45. 2024
PhD. Manuel Ojea Rúa
SEE FULLY ARTICLE
Abstract
The perceptual-Cognitive-Behavioural
Diagnostic Precision Scale for Autism Spectrum Disorder allows to
complement the analysis of the autism diagnosis through the measurement of
variables the neuropsychological processing of human information to avoid high
errors over ASD diagnosis currently existing, derived from unilateral analysis
of the behaviour criteria component of the actual Scales. The empirical scoring
of the Scale has been verified to N= 75, being 38 participants belonging to the
TEA-1 level, 24 to TEA-2 and 13 to TEA-3, has allowed find a statistical
reliability of Cronbach's Alpha average greater to .91 in the ten dimensions of
the Scale: 1) comprehension,
2) significant, 3) categories, 4) intercategorical 5) relationships-neural-nodes,
6) semantic recovery, 7) social interaction, 8) social communication, 9)
stereotyped behaviours, and 10) restrictive behaviours. These ten dimensions have
been statistically grouped around three great categories to analysis: 1)
perceptual-cognitive processing, 2) social interaction, and 3) behaviour. The
conclusive statistical analyses indicate that perceptual-cognitive process
category explains 88.52% of total accumulated explicative variance, social
category: 10.19% and behaviour: 1.28%; which shows the importance of the
perceptual-cognitive dimensional factor analysis, in order to conclude with the
mean percentiles of the diagnostic conclusion regarding each ASD´ level,
according to International Classification of the American Psychiatric
Association DSM-5 (APA, 2023).
References
Adams, C., Lloyd, J., Aldrede,
C., & Baxendale, J. (2006). Exploring the effects of communication intervention for developmental
pragmatic language impairments: A signal- generation study. International
Journal of Language and Communication Disorders, 41(1), 41-65. http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=G617W0516556G008
American Psychiatric
Association (APA) (2013). Diagnostic and Statistical Manual of Mental
Disorders (DSM-5). Arlington, VA. https://psychiatry.org/psychiatrists/practice/dsm
Bauminger-Zviely,
N., & Shefer, A. (2021). Naturalistic evaluation of preschoolers’
spontaneous interactions: The Autism Peer Interaction Observation Scale. Autism, 25(6), 1520-1535. DOI:
10.1177/1362361321989919. journals.sagepub.com/home/au
Bishop, D. V. (2000). Pragmatic language impairment: A
correlate of SLI, a distinct subgroup, or part of the autistic continuum? In D.
V. M. Bishop & L. Leonard (Eds.), Speech
and language impairments in children: Causes, characteristics, intervention and
outcome (pp. 99-114). Hove: Psychology Press.
https://www.taylorfrancis.com/chapters/edit/10.4324/9781315784878-12/pragmatic-language-impairment-correlate-sli-distinct-subgroup-part-autistic-continuum-dorothy-bishop
Bishop, D. V. (2013). The children’s communication checklist- 2. London: Harcourt.
https://www.pearsonclinical.co.uk/store/ukassessments/en/c/Children%27s-Communication-Checklist/p/P100009204.html
Bölte, S., Mahdi,
S., de Vries, P., Granlund, M., Robison, J., Shulman, C., … & Segerer, W.
(2019). The Gestalt of functioning in autism spectrum disorder: Results of the
international conference to develop final consensus International
Classification of Functioning, Disability
and Health core sets. Autism, 23(2), 449-467. DOI: 10.1177/1362361318755522
Cain, K.,
& Oakhill, J. (Eds.). (2007).
Children's comprehension
problems in oral and written language: A cognitive perspective.
Challenges in language and literacy. New York, NY: Guilford Publications. http://www.guilford.com
Dellapiazza, F.,
Vernhet, C., Blanc, N., Miot, S., Schmidt, R., & Baghdadli, A. (2018).
Links between sensory processing, adaptive behaviours, and attention in
children with autism spectrum disorder: A systematic review. Psychiatry Research, 270, 78-88. DOI: 10.1016/j.psychres.2018.09.023
Eggum-Wilkens, N.
D., Fabes, R. A., Castle, S., Zhang, L., Hanish, L. D., & Martin, C. L.
(2014). Playing with others: Head start children’s peer play and relations with
kindergarten school competence. Early
Childhood Research Quarterly, 29(3), 345-356.
https://doi.org/10.1016/j.ecresq.2014.04.008
Frazier, T. W.,
Youngstrom, E. A., Kubu, C. S., Sinclair, L., & Rezai, A. (2008). Exploratory and confirmatory factor analysis
of the Autism Diagnostic Interview- Revised. Journal of Autism and Developmental Disorders, 38(3), 474-480. https://doi.org/10.1007/s10803-007-0415-z
Harris, P. L.
(2017). Tell, ask, repair: Early responding to discordant reality. Motivation Science, 3(3), 275-286.
https://doi.org/10.1037/mot0000075
Howes, C., &
Matheson, C. C. (1992). Sequences in the development of competent play with
peers: Social pretend play. Developmental
Psychology, 28(5), 961-974. https://doi.org/10.1037/0012-1649.28.5.961
Kim, S. H., &
Lord, C. (2012a). Combining information from multiple sources for the diagnosis
of autism spectrum dis-orders for toddlers and young preschoolers from 12 to 47
months of age. Journal of Child
Psychology and Psychiatry and Allied Disciplines, 53(2), 143-151.
https://doi.org/10.1111/j.1469-7610.2011.02458.x
Kim, S. H., &
Lord, C. (2012b). New autism diagnostic inter-view-revised algorithms for
toddlers and young pre- schoolers from 12 to 47 months of age. Journal of Autism and Developmental
Disorders, 42, 82-93. https://doi.org/10.1007/s10803-011-1213-1
Kim, S. H., Thurm,
A., Shumway, S., & Lord, C. (2013). Multisite study of new Autism
Diagnostic Interview-Revised (ADI- R) algorithms for toddlers and young
preschoolers. Journal of Autism and
Developmental Disorders, 43(7), 1527-1538. https://doi.org/10.1007/s10803-012-1696-4
Kirsty, L.,
Coulter, K. L., Barton, M. L., Boorstein, H., Cordeaux, C., Dumont-Mathieu, T.,
… & Fein, D.A. (2021). The Toddler Autism Symptom Inventory: Use in
diagnostic evaluations of toddlers. Autism,
25(8), 2386-2399. DOI: 10.1177/13623613211021699.
journals.sagepub.com/home/aut
Lecavalier, L.,
Aman, M. G., Scahill, L., McDougle, C. J., McCracken, J. T., Vitiello, B.,
& Cronin, P. (2006). Validity of the Autism Diagnostic Interview–Revised. American Journal on Mental Retardation, 111(3),
199-215. DOI: 10.1352/0895-8017(2006)111[199:VOTADI]2.0.CO;2
Lord, C., Rutter,
M., Dilavore, P. C., Risi, S., Gotham, K., & Bishop, S. L. (2012). Autism Diagnostic Observation Schedule,
second edition (ADOS-2). Western Psychological Services. DOI:
10.1007/978-1-4419-1698-3_896
Mayer, J. L.
(2017). The relationship between autistic traits and atypical sensory
functioning in neurotypical and ASD adults: A spectrum approach. Journal of Autism and Developmental
Disorders, 47(2), 316-327. DOI: 10.1007/s10803-016-2948-5
McQuaid, G. A.,
Pelphrey, K. A., Bookheimer, S. Y, Dapretto, D., Webb, S. J., Bernier, R. A., …
& Wallace, G. L. (2021). The gap between IQ and adaptive functioning in
autism spectrum disorder: Disentangling diagnostic and sex differences. Autism, 25(6), 1565-1579. DOI:
10.1177/1362361321995620.
journals.sagepub.com/home/aut
Miller, L. E., Perkins, K. A., Dai, Y. G., & Fein, D. A. (2017).
Comparison of parent report and direct assessment of child skills in toddlers. Research in Autism Spectrum Disorders, 41,
57-65. https://doi.org/10.1016/j.rasd.2017.08.002
National Institute
for Health and Care Excellence. (2013). Autism:
The management and support of children and young people on the autism spectrum
[National Clinical Guideline Number 170]. DOI: 10.1136/archdischild-2013-305468
Nevill, R.,
Hedley, D., Uljarević, M., Butter, E., & Mulick, J. A. (2017). Adaptive
behavior profiles in young children with autism spectrum disorder diagnosed
under DSM-5 criteria. Research in Autism
Spectrum Disorders, 43-44, 53-66.
https://shop.tarjomeplus.com/UploadFileEn/TPLUS_EN_3157.pdf
Ojea, M. (2018). RELATEA Program.
Development of conceptual categories in students with autism spectrum disorders.
Madrid: Pirámide. https://www.edicionespiramide.es/libro.php?id=5151744
Ojea, M. (2023a). Perceptual-Behavioral
Accuracy Scale. Lima: Ed. Barcelona. https://libreriaites.com/producto/escala-de-precision-perceptivo-conductual-ep-pc-tea/
Ojea, M. (2023b). Autism: New
conceptual propositional hypothesis. European Journal of Theoretical and
Applied Sciences, 1(6), 115-124. https://ejtas.com/index.php/journal/article/view/437
Portellano, J. A., Mateos, R., Martínez, R, Granados, M. J., & Tapia,
A. (2002). Cuestionario de Madurez
Neuropsicológica Infantil. Madrid: TEA.
https://web.teaediciones.com/CUMANIN-2-Cuestionario-de-Madurez-Neuropsicologica-Infantil-2.aspx
Pugliese, C. E.,
Anthony, L., Strang, J. F., Dudley, K., Wallace, G. L., & Kenworthy, L.
(2015). Increasing adaptive behavior skill deficits from childhood to
adolescence in autism spectrum disorder: Role of executive function. Journal of Autism and Developmental
Disorders, 45(6), 1579-1587. https://doi.org/10.1007/s10803-014-2309-1
Rutter, M.,
LeCouteur, A., & Lord, C. (2003). Autism
Diagnostic Interview, Revised. Los Angeles: Western Psychological Services.
https://link.springer.com/referenceworkentry/10.1007/978-1-4419-1698-3_894
Sacrey, L. A.,
Zwaigenbaum, L., Bryson, S., Brian, J., Smith, I. M., Roberts, W., ... &
Garon, N. (2018). Parent and clinician agreement regarding early behavioral
signs in 12- and 18- month-old infants at-risk of autism spectrum disorder. Autism Research, 11(3), 539-547.
https://doi.org/10.1002/aur.1920
Serafini, G.,
Engel-Yeger, B., Vazquez, G. H., Pompili, M., & Amore, M. (2017). Sensory
processing disorders are associated with duration of current episode and
severity of side effects. Psychiatry
Investigation, 14(1). DOI: 10.4306/pi.2017.14.1.51
Snow, A. V.,
Lecavalier, L., & Houts, C. (2009). The structure of the Autism Diagnostic
Interview-Revised: Diagnostic and phenotypic implications. Journal of Child Psychology and
Psychiatry, 50(6), 734-742. https://doi.org/10.1111/j.1469-7610.2008.02018.x
Williams, K.,
Kirby, A., Watson, L., Sideris, J., Bulluck, J., & Baranek, G. T. (2018).
Sensory features as predictors of adaptive behaviors: A comparative
longitudinal study of children with autism spectrum disorder and other
developmental disabilities. Research in
Developmental Disabilities, 81, 103-112. DOI: 10.1016/j.ridd.2018.07.002
Wing, L., &
Gould, J. (1979). Severe impairments of social interaction and associated
abnormalities in children: Epidemiology and classification. Journal of Autism and Developmental
Disorders, 9, 11-29. DOI: 10.1007/BF01531288