AUTISMO::INVESTIGACIÓN CIENTÍFICA

Manuel Ojea Rúa es Catedrático de Orientación Educativa (3492563057A0511), Doctor en Psicología- Pedagogía por la Universidad de Vigo. Pertenece al Grupo Investigación PS1 de la Universidad de Vig..CO de Psicología: GX05862. Presidente del Instituto- Autismo (CIF: G-44568509). Es autor de 55 libros y 211 artículos en revistas científícas nacionales e internacionales. Especializado en neuropsicología del desarrolo. ORCID: https://orcid.org/0000-0002-9787-2520. MAIL: moxea@uvigo.gal.

Thursday, 31 October 2024

NEW CONCEPTUAL PARADIGM OF AUTISTIC SPECTRUM DISORDER (NUEVO PARADIGMA CONCEPTUAL DEL TRASTORNO DEL ESPECTRO AUTISTA)

Artículo publicado en la Revista Científica: International Journal of Current Science Research and Review, 07(10), 8098-8109.
Article published in the Scientific Journal: International Journal of Current Science Research and Review, 07(10), 8098-8109.

Manuel Ojea Rúa, 31-10-2024

New Conceptual Paradigm of Autistic Spectrum Disorder

Manuel Ojea Rúa, PhD. University of Vigo, Spain, ORCID: https://orcid.org/0000-0002-9787-2520.

ABSTRACT: The two dimensions currently included in international classifications should include a third defining dimension, regarding to the analysis of intensity of needs relationship to the main parameters of psychoneural information processing, within the so-called processual dimension: - perception and sensory memory, - encoding and categorical grouping, - access of information to permanent memory, and - recovery of information in semantic terminology. These new criteria constitute basic elements governing the neurocerebral process in a global sense, which will allow the persistence or improvement of observable social and restrictive-stereotyped behaviours related to the two dimensions included in the currently classifications. An exhaustively analysed Case Study in all its evolution over 32 years, has allowed successive comparative analyses regarding the differential phases with the specific autistic diagnosis, whose final results allowed confirming new paradigmatic findings of new paradigmatic definitions of autistic disorder, its differential diagnostic processing and, therefore, the new specific kinds of psychoeducational intervention.

KEY WORDS: Autistic Spectrum Disorder. New paradigm. Conceptual- propositional. Diagnosis. Intervention pycho- social and educational.

REFERENCES

1. Adorjan, I., Ahmed, B., Feher, V., Torso, M., Krug, K., Esiri, M., ... & Szele, F. G. (2017). Calretinin interneuron density in the caudate nucleus is lower in autism spectrum disorder. Brain, 140(7), 2028–2040. https://doi.org/10.1093/brain/awx131

2. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th). American Psychiatric Publishing. https://www.amazon.es/stores/American-Psychiatric-Association/author/B00LZF2ELC?ref=ap_ rdr&isDramIntegrated=true&shoppingPortalEnabled=true

3. Amina, S., Falcone, C., Hong, T., Wolf-Ochoa, M. W., Vakilzadeh, G., Allen, E., ... & Martinez–Cerdeno, V. (2021). Chandelier cartridge density is reduced in the prefrontal cortex in autism. Cerebral Cortex, 31(6), 2944–2951. https://doi.org/10.1093/cercor/bhaa402

4. Ariza, J., Rogers, H., Hashemi, E., Noctor, S. C., & Martinez–Cerdeno, V. (2018). The number of chandelier and basket cells are differentially decreased in prefrontal cortex in autism. Cerebral Cortex, 28(2), 411–420. https://doi.org/10.1093/cercor/bhw349

5. Brown, C., Gruber, T., Boucher, J., Rippon, G., & Brock, J. (2005). Gamma abnormalities during perception of illusory figures in autism. Cortex. A Journal Devoted to the Study of the Nervous System and Behavior, 41, 364–376. https://pubmed.ncbi.nlm.nih.gov/15871601/

6. Casanova, M. F., Buxhoeveden, D. P., Switala, A. E., & Roy, E. (2002). Minicolumnar pathology in autism. Neurology, 58(3), 428–432. https://doi.org/10.1212/wnl.58.3.428

7. Center for Disease Control and Prevention (CDC). (2010). Prevalence of autism spectrum disorders–autism and developmental disabilities monitoring network, United States. Morb Mortal Wkly Rep. 2014; 63(2). https://pubmed.ncbi.nlm.nih.gov/22456193/

8. Courchesne, E., Mouton, P. R., Calhoun, M. E., Semendeferi, K., Ahrens-Barbeau, C., Hallet, M. J., ... & Pierce, K. (2011). Neuron number and size in prefrontal cortex of children with autism. JAMA, 306(18), 2001–2010. https://doi.org/10.1001/jama.2011.1638

9. Dufour, B. D., McBride, E., Bartley, T., Juarez, P., & Martínez–Cerdeño, V. (2023). Distinct patterns of GABAergic interneuron pathology in autism are associated with intellectual impairment and stereotypic behaviors. Autism, 27(6) 1730–1745. DOI: 10.1177/13623613231154053. journals.sagepub.com/home/aut

10. Falcone, C., Mevises, N. Y., Hong, T., Dufour, B., Chen, X., Noctor, S. C., & Martinez–Cerdeno, V. (2021). Neuronal and glial cell number is altered in a cortical layer-specific manner in autism. Autism, 25(8), 2238–2253. https://doi.org/10.1177/13623613211014408

11. Hadjikhani, N., Zürcher, N. R., Rogier, O., Ruest, T., Hippolyte, L., .... & Lemonnier, E. (2015). Improving emotional face perception in autism with diuretic bumetanide: A proof-of-concept behavioral and functional brain imaging pilot study. Autism, 19(2) 149–157. DOI: 10.1177/1362361313514141

12. Hashemi, E., Ariza, J., Rogers, H., Noctor, S. C., & Martinez–Cerdeno, V. (2017). The number of parvalbuminexpressing interneurons is decreased in the prefrontal cortex in autism. Cerebral Cortex, 27(3), 1931–1943. https://doi.org/10.1093/cercor/bhw021

13. Hollocks, M. J., Lord, C., Charman, T., Gillian, B., Pickles. A., & Simonoff, E. (2022). Exploring the impact of adolescent cognitive inflexibility on emotional and behavioural problems experienced by autistic adults. Autism, 26(5) 1229–1241. https://doi.org/10.1177/13623613211046160

14. Hutsler, J. J., & Zhang, H. (2010). Increased dendritic spine densities on cortical projection neurons in autism spectrum disorders. Brain Research, 1309, 83–94. https://doi.org/10.1016/j.brainres.2009.09.120

15. Kang, J. Q., & Barnes, G. (2013). A Common Susceptibility Factor of Both Autism and Epilepsy: Functional Deficiency of GABA [subscript A] Receptors. Journal of Autism and Developmental Disorders, 43(1), 68–79. http://www.springerlink.com.acceso.uvigo.gal

16. Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., ... & Churchill, S. (2012). The comorbidity burden of children and young adults with autism spectrum disorders. PLOS ONE, 7(4), Article e33224. https://doi.org/10.1371/journal.pone.0033224

17. Lawrence, Y. A., Kemper, T. L., Bauman, M. L., & Blatt, G. J. (2010). Parvalbumin- calbindin-, and calretininimmunoreactive hippocampal interneuron density in autism. Acta Neurologica Scandinavica, 121(2), 99–108. https://doi.org/10.1111/j.1600-0404.2009.01234.x

18. 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

19. Maenner, M. J., Shaw, K. A., Baio, J., Washington, A., Patrick, M., DiRienzo, M., ... & Dietz, P. M. (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

20. Mizuno, A., Liu, Y., Williams, D. L., Keller, T. A., Minshew, N. J., & Adam, M. (2011). The neural basis of deictic shifting in linguistic perspective-taking in high-functioning autism Just Brain. A Journal of Neurology, 134, 2422–2435. DOI: 10.1093/brain/awr151

21. Nardou, R., Yamamoto, S., Bhar, A., Burnashew, Y., Ben–Ari, I., & Khalilov, I. (2011). Phenobarbital but Not Diazepam Reduces AMPA/kainate Receptor ediated Currents and Exerts Opposite Actions on Initial Seizures in the Neonatal Rat Hippocampus. Frontiers in Cellular Neuroscience, 5, 16. https://pubmed.ncbi.nlm.nih.gov/21847371/

22. Nardou, R., Yamamoto, S., Chazal, G., Bhar, A., Ferrand, N., Dulac, O., ... & Khalilov, I. (2011). Neuronal chloride accumulation and excitatory GABA underlie aggravation of neonatal epileptiform activities by phenobarbital. Brain, 134, 987–1002. https://pubmed.ncbi.nlm.nih.gov/21436113/

23. Ojea, M. (2023). Perceptual-behavioural assessment scale: EP-PC-TEA. Lima, Perú. https://libreriaites.com/producto/escala-de-precision-perceptivo-conductual-ep-pc-tea/

24. Pizzarelli, R., & Cherubini, E. (2011). Alterations of GABAergic signalling in autism spectrum disorders. Neural Plasticity, 297153 (12 pp.). https://onlinelibrary.wiley.com/doi/10.1155/2011/297153

25. Rivière, A. (2002). IDEA: Inventario del Espectro Autista. Facatativá–Cundinamarca: Fundec. https://www.asemco.org/documentos/asemco-idea.pdf

26. Rubenstein, J. L. R. (2011). Annual Research Review: Development of the Cerebral Cortex--Implications for Neurodevelopmental Disorders. Journal of Child Psychology and Psychiatry, 52(4), 339-355. http://www.wiley.com.acceso.uvigo.gal/WileyCDA/

27. 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

28. Schuck, M., & Swanson, Ch. I. (2019). Infantile Spasms: The Role of Prenatal Stress and Altered GABA Signaling. HAPS Educato, 23(2), 420-25. https://doi.org/110.21692/haps.2019.017

29. Shields, W. D. (2006). Infantile spasms: little seizures, BIG consequences. Epilepsy currents, 6(3), 63–9. https://pubmed.ncbi.nlm.nih.gov/16761063/

30. Stahmer, A. C., Suhrheinrich, J., Schetter, P. L., & Hassrick, E. Mc. (2018). Exploring multi-level system factors facilitating educator training and implementation of evidence-based practices (EBP): A study protocol. Implementation Science, 13, 3. DOI: 10.1186/s13012-017-0698-1. https://implementationscience.biomedcentral.com/articles/10.1186/s13012-017-0698-1

31. Wegiel, J., Kuchna, I., Nowicki, K., Imaki, H., Wegiel, J., Marchi, E., ... & Wisniewski, T. (2010). The neuropathology of autism: Defects of neurogenesis and neuronal migration, and dysplastic changes. Acta Neuropathologica, 119(6), 755– 770. https://doi.org/10.1007/s00401-010-0655-4

32. Wilson, T. W., Rojas, D. C., Reite, M. L., Teale, P., & Rogers, S. J. (2007) Children and adolescents with autism exhibit reduced MEG steady-state gamma responses. Biological Psychiatry 62, 192–197. https://www.sciencedirect.com/science/article/abs/pii/S0006322306008663

33. World Health Organization. (2024). ICD–11. International Classification of Disease 11ht Revision. World Health Organization. https://icd.who.int/es/

ACCEDER AL ARTÍCULO COMPLETO
ACCESS TO FULL ARTICLE

Tuesday, 22 October 2024

ESCALA PERCEPTIVO-COGNITIVA DE DIAGNÓSTICO DEL TRASTORNO DEL ESPECTRO AUTISTA-REVISADA (EPPC-TEA-R)

ESCALA PERCEPTIVO- COGNITIVA DE DIAGNÓSTICO DEL ESPECTRO AUTISTA- REVISADA (EPPC-TEA-R)

(Ojea, 2024)

Editorial Científica Digital LTDA (Guarajá - São Paulo - Brasil)

Síntesis:

De acuerdo con los avances científicos en el ámbito del diagnóstico y la intervención de las personas con trastorno del espectro autista, las teorías proposicionales más actuales del trastorno se basan en concepciones de tipo sistémico cíclico, que giran en torno al funcionamiento de los presupuestos básicos neuropsicológicos del procesamiento de la información. En este sentido, desde el primer momento en que se produce la entrada del estímulo informativo, a través de la memoria sensorial, hasta su almacenamiento en la memoria permanente y su posterior recuperación, se lleva a cabo un complejo entramado de redes relacionales para el funcionamiento procesual, de forma que cualquier limitación o bloqueo en la creación de estas relaciones nodales pueden generar importantes alteraciones en el sistema del procesamiento neuronal a nivel general. En efecto, en las personas con trastorno del espectro autista se producen particularidades específicas en el conjunto de los niveles de procesamiento cognitivo, debido precisamente a la presencia evidente de limitaciones interconexionales o relacionales en el sistema de conexiones GABAérgico del sistema cerebral, lo que ha sido refutado por múltiples investigaciones empíricas en la actualidad. Esta Escala de diagnóstico intenta, pues, realizar un análisis exhaustivo de todos los niveles funcionales perceptivo- cognitivos y las redes relacionales que giran sobre su funcionalidad, con el fin de complementar los estudios de diagnóstico evolutivo- conductuales, recogidos por las clasificaciones internacionales en la actualidad y, en consecuencia, aportar un instrumento de evaluación específico, que, como se muestra en la justificación empírica, se ha corroborado con un elevado nivel de fiabilidad y eficacia para proceder a una conclusión diagnóstica del trastorno, tanto a nivel general, como en relación a los tres niveles de necesidad de la categorización actual del trastorno.

OBTENER LA ESCALA

Wednesday, 9 October 2024

BOOK CHAPTER 2024

Comparative Study of Three Psycho-Socio- Educational Intervention Models to Facilitate the Comprehensive Development of Students with Autism Spectrum Disorder (https://stm.bookpi.org/DHRNI-V7/article/view/15916). In Ahmed Kamal Dyab, Disease and Health Research: New Insights Vol. 7, 9 (pp. 138-159). BP International.

https://doi.org/10.9734/bpi/dhrni/v7/2440
ISBN 978-93-48119-82-7 (Print)
ISBN 978-93-48119-84-1 (eBook)
DOI: https://doi.org/10.9734/bpi/dhrni/v7

Por Manuel Ojea Rúa

Abstract

The Psychosocial Mediation Model is not exclusive of the need for service provision, nor of the elaboration of specific programs, but it emphasizes professional and formative empowerment, in order to generate the competencies needed by teachers and families for adequately addressing students in their context, trying to provide a global response to demanding situations. This research consists of a comparative analysis of the results obtained in the development of students with autism spectrum disorders (ASD) found as a consequence of the application of three basic models of educational guidance: 1) the Psychosocial Mediation Model; 2) the Counselling Model; and 3) the Services Model, delivered through services developed over three years, distributed across three experimental groups corresponding to each of these guidance models.

A total of 18 students with ASD of different levels, ages, and genders participated in the study, assigned to one of the three following groups: a social mediation model group, a counselling model group, and a services model group.

A study of the data was undertaken by analysing the multivariate contrasts of repeated measures ANOVA for a factor of three measures, both for the variable group types (three groups), as well as for the participants’ level, age, and gender variables.

Results show the statistically significant benefits of the social mediation model. Indeed, data found over three successive measurements indicate that in the third comparative measure, the Psychosocial Mediation Model shows comparative improvements, corroborated by significantly higher statistical means in regard to the other educational models, being mean for the Psychosocial Mediation Model (µ: 4.00), in relation to the control models, the Counselling Model (µ: 2.66) and the Services Model (µ: 2.33), whose critical values are statistically significantly different between the three models. However, when the ASD level interacts with the intervention model applied, the differences found do not show significant critical statistics, mainly in ASD level-3. The neurocognitive processing levels will affect psychosocial integral development, both the learning process itself and the development of social interaction and communication skills and the positive development of restrictive behaviours observable in people with ASD.

Keywords: