APRENDIZAJE ESCOLAR

PLANIFICACIÓN ANTICIPADA DE LA ENSEÑANZA- APRENDIZAJE O COSTRUCCIÓN ACTIVA

Diario La Región

8/0//2024

COMPARATIVE ANALYSIS BETWEEN THE PERCEPTIVE-COGNITIVE SCALE AND THE EVOLUTIVE- BEHAVIOURAL SCALES TO AUTISM DIAGNOSIS

Comparative analysis between the perceptive- cognitive and the evolutive- behavioural scales to autism diagnosis. 

International Journal of Humanities and Social Science Invention, 13(4), 75-81.

Prof. Manuel Ojea Rúa

University of Vigo
ORCID: https://orcid.org/0000-0002-9787-2520

ABSTRACT:

The theoretical- propositional changes of autism spectrum disorder (ASD) from  generalized structural deficit conception of development towards a multilateral  conceptual basis of neurodevelopmental, it has allowed the evolution of the test and scales to score the items-criteria that make up this disorder from a perspective, not only evolutionary-behavioural, but also perceptual-cognitive and neural-nodal relational, therefore, in this sense, then new scales construction in order to complement evolutive and behavioural analysis with the exhaustive neurocognitive functional study, especially, focused on the synaptic neural processes of the information processing. Right, in this study has been proposed as a general aim to compare the diagnostic conclusions gotten justly the application of the evolutionary- behavioural scales and the integrated complementation of the perceptual-relational-cognitive from the scales based on the analysis of executive processing deepening about.  A total of 24 students have participated in this study to, 6 participants with a previous diagnosis who haven´t presented ASD´ diagnosis from the conventional scales, 9 with diagnosis of ASD-1 level, 6 with diagnosis of ASD-2 level and 3 with diagnosis of ASD-3 according the application of the evolutionary scales. The study complemented with the Revised Perceptual-Cognitive Scale has been analysed throughout non-parametric statistical test by Friedman and Kruskal Wallis. Data found have indicated significant changes over initial diagnostic conclusions, which have been found significant critical differential comparative levels regarding to initial diagnostic group to .05 reliability level. 

KEYWORDS: Autism Spectrum Disorder. Diagnosis. Perceptive- Cognitive. Relational Nodes. 

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Ojea, M. (2024a). Autism Perceptual- Behavioural Precision Scale. European Journal of Theoretical and Applied Sciences, 2(1), 18- 45. DOI: 10.59324/wjtas.2024.2(1).02. https://ejtas.com/index.php/journal/article/view/555

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ESCALA DE DIAGNÓSTICO DEL AUTISMO

 

OURENSE- GALICIA 

Entrevita: 2 de abril, día internacional del autismo

https://urldefense.com/v3/__https://www.facebook.com/share/v/EK8csuLBRy3dp1c2/__;!!D9dNQwwGXtA!QyGrYh5zlJfwwBdQrkvwbfQ4j6MYbbh0rVmJZS2-ct-pSCN1iTp48qLhrKcXJ60fI9iRIb6RQH7K8s0EzQ$

DIARIOS: "LA VOZ DE GALICIA" y "FARO DE VIGO": "Alicia, una de las tres mil caras del trastorno autista en Ourense".

2 DE ABRIL DE 2024
DÍA MUNDIAL DEL AUTISMO: 

LA VOZ DE GALICIA, 3 DE ABRIL DE 2024

El prof. Manuel Ojea Rúa expone las últimas investigaciones científicas relacionadas con el trastorno del espectro autista:

                            FARO DE VIGO- OURENSE:

2 DE ABRIL DE 2024: DÍA INTERNACIONAL DEL AUTISMO

CELEBRANDO EL DÍA MUNDIAL DEL AUTISMO: 2 DE ABRIL DE 2024

CONCRECIÓN DE LA TEORÍA CÍCLICA GLOBAL EN LAS PERSONAS CON TRASTORNO DEL ESPECTRO AUTISTA (SESIÓN II)

Prof. Dr. Manuel Ojea Rúa

Ver vídeo explicativo:

En la compañía de familias y profesionales de la psicología, la educación y la medicina:

LA TEORÍA CÍCLICA GLOBAL (TCG)

 INICIACIONES A LA NUEVA TEORÍA PROPOSICIONAL DEL TRASTORNO DEL ESPECTRO AUTISTA (LA TCG)

Autor: Manuel Ojea Rúa

VER VÍDEO BREVE EXPLICATIVO:

ESCALA DE DIAGNÓSTICO- REVISADA (DIAGNOSTIC SCALE-REVISED)

Autism Spectrum Disorder Diagnostic Scale- Revised. 

European Journal of Theoretical and Applied Sciences, 2(2), 382-395.

 Manuel Ojea Rúa

See  fully article

Abstract 

The main aim of this study is to empirically prove the Diagnostic Accuracy Scale to diagnosis of people with autism spectrum disorders (ASD), the sample of participants has been extended, paying special attention to students over 14 years of age, adapting the activities and, therefore, the indices-criteria of the observation factors. A total of 94 students have participated in the study, whose coded data allow us to corroborate the data found in the initial scale, facilitating a precise and exhaustive diagnosis of the disorder by levels.

The diagnostic conclusions were based on the gaussian curve found from the typical scores obtained from the direct scores obtained in the ten dimensions of the analysis, made up of three dimensional categories, whose percentage weighting is as follows: 1) the procedural category (60%), 2) the social dimensional category (20%), and 3) the behavioural dimensional category (20%), the overall sum of which allows the diagnostic conclusions of the disorder to be drawn, both at a general level and according to the specific level of ASD. The percentage levels are justified by the empirical studies of the study. Thus, the stepwise linear regression analysis carried out includes two dimensions corresponding to the procedural category as basic predictors of the disorder: I) semantic retrieval (Beta: .90, R²: .82), and II) relationship between retrieval (Beta: .57) and interconcepts or relationships (R²: .82). 57) and interconcepts or relationships between information (Beta: .35), being the overall constant (Beta: .92, R²: .84), ahead of the social or behavioural dimensions, which supports the importance of the procedural dimension, especially related to the development of nodes or relationships between information content in determining the specific criteria for the diagnosis of ASD.

Keywords: Autism Spectrum Disorder, Diagnosis, Cognitive Networks, Global Theory.

Keywords:

Autism Spectrum Disorder, Diagnosis, Cognitive Networks, Global Theory

Keywords:

Autism Spectrum Disorder, Diagnosis, Cognitive Networks, Global Theory

Keywords:

Autism Spectrum Disorder, Diagnosis, Cognitive Networks, Global Theory

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World Health Organization. (2020). ICD 11-R: Mental and behavioral disorders: clinical descriptions and guidelines for follow-up. World Health Organization. United Nations Organization (UN). https://icd.who.int/en

LA FP BÁSICA: UNA TRAMPA EN LA DIVERSIDAD

LA FORMACIÓN PROFESIONAL BÁSICA: LA ALTERNATIVA FALLIDA A LA EDUCACIÓN CONVENCIONAL EN EL ALUMNADO CON NEAE

Manuel Ojea Rúa
 

Diario LA REGIÓN, 13/03/2024

FP Básica: la incoherencia de la FP actual... seguir leyendo 

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

Prof. Dr. Manuel Ojea Rúa

Con la colaboración de Lourdes Rivas Otero

PROGRAMAS DE ATENCIÓN A LA DIVERSIDAD O METODOLOGÍA DIDÁCTICA REGULAR (INSTITUTIONAL PROJECTS OF DIVERSITY VS. REGULAR DIDACTIC)

              Volume 07 Issue 02 February 2024

Institutional Projects of Diversity Attention versus Regular Didactic Methodology Adapted to Students with Autism Spectrum Disorder

PhD. Manuel Ojea Rúa

https://orcid.org/0000-0002-9787-2520

DOI : https://doi.org/10.47191/ijmra/v7-i02-23

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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

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