TRASTORNO DEL ESPECTRO AUTISTA: MANUAL DE DIAGNÓSTICO (ISBN: 978-84-125192-4-2) (D.LEGAL: A567-2022)
AUTISM SPECTRUM DISORDER: DIAGNOSTIC HANDBOOK
EDITORIAL CLUB UNIVERSITARIO (ALICANTE, 2022)
MAIL: editorial@ecu.fm
ADQUIRIR EL LIBRO
¿POR QUÉ ES TAN IMPORTANTE PRECISAR EL DIAGNÓSTICO EN
PERSONAS CON AUTISMO?
Estas peculiaridades exigen desarrollar los ajustes
didácticos adaptados a las capacidades diferenciales de las personas con TEA,
con el fin de mediar en el proceso de creación de estas relaciones inter-conceptuales
y facilitar, en consecuencia, su crecimiento social y curricular. Pero, si no
existe un proceso de diagnóstico altamente preciso, que se concrete de forma
temprana, estas hipótesis no podrán ser aplicadas, por lo que muchos niños y
niñas, o bien no serán diagnosticados, o lo serán erróneamente, por lo que no
lograrán alcanzar los objetivos socio- educativos básicos, o bien, lo harán con
muchas dificultades.
Pues bien, se estima que aproximadamente en 1/54 niños y niñas nacidos se presentan características específicas del TEA en menor o mayor intensidad; sin embargo, los niveles porcentuales de diagnóstico todavía no alcanzan el 25% de la frecuencia de la población esperada y, aunque, en la actualidad se han mejorado los índices porcentuales y la fiabilidad del diagnóstico, todavía estamos muy lejos de alcanzar la cuota media de estas estimaciones. Este libro intenta, precisamente, aportar un esfuerzo más para facilitar las vías de diagnóstico, su validez y fiabilidad y, en consecuencia, mejorar la vida de las personas con TEA.
ÍNDICE
I) DIMENSIÓN
TEÓRICA.
1.
Introducción.
2.
Trastorno del espectro autista: concepto.
2.1.
Criterios específicos del trastorno.
2.2.
Autismo: un trastorno poligénico.
3.
Indicios preliminares para el proceso de diagnóstico.
3.1.
Preocupaciones iniciales sobre la presencia de indicios.
3.2.
Respuesta especialista a las demandas iniciales.
3.3.
Estudios de Gilkerson y otros.
3.4.
Estudios de Pearl y otros.
3.5.
Estudios de Chesnut y otros.
3.6.
Estudios de Crais y otros.
3.7.
Análisis comparativos de Gillberg y Peeters.
4.
Análisis empíricos desde la perspectiva evolutiva del desarrollo.
4.1.
Validación empírica durante los primeros 12 meses de edad.
4.2.
Validación entre los 12- 36 meses de edad.
4.3.
Validación a partir de los 36 meses de edad.
4.4.
Escalas de medida resultantes.
5.
Planificación del seguimiento de los indicios.
6.
Diagnóstico específico en sentido estricto.
6.1.
El test ADOS- 2.
6.2.
El test ADI-R.
6.3.
Tests ADOS-2* ADI-R.
7.
Investigación ad hoc: interacción ADOS-2* ADI-R.
8.
Otros instrumentos complementarios del diagnóstico.
8.1.
La escala GARS-2S.
8.2.
La escala de integración semántica EIS.
8.3.
Otras técnicas de apoyo.
II)
PRÁCTICA APLICADA.
9.
Análisis práctico de un proceso de diagnóstico.
10.
Presentación del caso.
11.
Análisis preliminar.
11.1.
Anamnesis clínica.
11.2.
Criterios según la clasificación DSM-5.
11.3.
Cuestionario adaptado de detección del riesgo.
11.4.
El test CAST.
11.5.
El test IDEA.
12.
Diagnóstico específico del trastorno del espectro autista.
12.1.
El test ADOS-2.
12.2.
El test ADI-R.
12.3.
Interrelaciones entre el test ADOS-2 y el test ADI-R.
13.
Pruebas generales complementarias del diagnóstico.
13.1.
La escala GARS-2S.
13.2.
La escala EIS.
14.
Análisis concomitantes.
14.1.
Test de WISCONSIN.
14.2.
Escala general cognitiva SPM.
14.3.
Sub- test de cubos del WISC- V.
14.4.
Test de memoria MY.
14.5.
Cuestionario de madurez nueropsicológica infantil CUMANÍN.
15.
Análisis de la comorbilidad asociada.
15.1.
Escala esquizotípica E-Q.
15.2.
Escala de ansiedad y depresión CECAD.
16.
El informe resultante:
16.1.
Datos personales.
16.2.
Informes anteriores relacionados.
16.3.
Pruebas aplicadas.
16.4.
Datos familiares.
16.5.
Datos académicos.
16.6.
Historial clínico. Cariotipo genético.
16.7.
Datos evolutivos.
16.8.
Aspectos preliminares básicos de indicadores del diagnóstico.
16.9.
Evaluación específica.
16.9.1.
Lenguaje y comunicación social.
16.9.2.
Interacción social recíproca.
16.9.3.
Comportamientos repetitivos y restringidos.
16.9.4.
Síntesis.
17.
Otros comportamientos destacables.
17.1.
Conducta emocional.
17.2.
Imitación.
17.3.
Imaginación.
17.4.
Atención/ atención conjunta.
17.5.
Memoria.
18.
Planificación ejecutiva: percepción, codificación y recuperación de
la información.
19.
Comorbilidad asociada.
20.
Conclusiones diagnósticas.
21.
Orientaciones.
21.1.
A nivel de centro.
21.2.
A nivel de aula.
21.3.
A nivel individual.
21.4.
A nivel específico.
21.4.1.
Área curricular.
21.4.2.
Dimensión motriz.
21.4.3.
Área comunicativo- social.
22.
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