Saturday, 26 November 2022

TRASTORNO DEL ESPECTRO AUTISTA: MANUAL DE DIAGNÓSTICO

 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)

TNO: 965676133 
MAIL: editorial@ecu.fm


Thursday, 20 October 2022

PRESENTACIÓN DE LA ESCALA TID- TEA DE DIAGNÓSTICO DEL AUTISMO

 ESCALA TID-TEA PARA EL DIAGNÓSTICO DEL TRASTORNO DEL ESPECTRO AUTISTA

El instrumento ha sido presentado ayer, 19 de octubre de 2022, en la Sala da Grados de la Universidad de Vigo (Campus de Ourense) con la presencia del profesor Antonio González y al autor de la Escala Manuel Ojea.





Fotos 19/10/2022.

Sunday, 11 September 2022

SCALE FOR DIAGNOSIS OF AUTISM SPECTRUM DISORDER (ISD-ASD)

 

Integrated Scale for Diagnosis of Autism Spectrum Disorder (ISD-ASD).

International Journal for Innovation, Education and Research, 10(9), 202-274.

Manuel Ojea Rúa


SEE FULL ARTICLE



Abstract

These theoretical-experimental antecedents, this study attempts advance iver research line regarding build an integrated analysis scale that facilitates ASD´ specific diagnosis, based on disorder criteria, from evolu-tive-behavioral items and perceptual-cognitive criteria integrated into single diagnostic scale, whose main aims are following: 1) facilitate the statistical probability for ASD specific diagnosis, and 2) specify the empir-ical probability to ASD´level according to DSM-5 Intl classification.

Integrated Experimental Scale (ISD-ASD) made up of six dimensions which integrate development evolutive, behavior, social and communication abilities with variables regarding psycho- neurological perceptual-cog-nitive information processing: developing, communication, interaction, behavior, attention and cognition.

A total of 124 participants of three ASD levels, belonging nine age intervals (y-o) and sex/gender way have been analyzed to experimentally justify the Scale. Results increasingly show the effectiveness of the diagnosis of ASD. Thus, total mean of six dimensions of this study found between 5.77- 7.88 belong to ASD level-1, between 7.88- 9.01 to ASD level-2 level and a score ≥ 9.02 would correspond to ASD level -3.

Keywords: 

Autism Spectrum Disorder, Diagnosis, Evaluation, Specific Scale, Autism Test.


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Tuesday, 9 August 2022

ANÁLISIS DIFERENCIAL DE LAS DIMENSIONES QUE CONFORMAN LOS TRES NIVELES DEL TRASTORNO DEL ESPECTRO AUTISTA



 Journal of Research & Method in Education (IOSR-JRME, e-ISSN: 2320–7388, p- ISSN: 2320-737x ,Volume 12, Issue 4 Ser. II (Jul. – Aug. 2022), 48-53. 

Differential Analysis of Diagnostic Dimensions Regarding To Level of the Autism Spectrum Disorder

Ojea, M. (2022)


ABSTRACT

Weighted sum of scores found over behavioral and perceptual-cognitive dimensions allow set to specific differential diagnosis with high reliability rating for currently three levels of autism spectrum disorder (ASD). Indeed, a total of 124 people with ASD have participated in this study, 81 with ASD level- 1, 25 with ASD level2 and 18 with ASD level- 3 to aim the observations along six basic dimensions that make up disorder basic diagnosis: development, communication, interaction, behavior, attention and cognition. Differential data found by means of t test for independent samples allows conclude there´re significant differences relating the ASD level. Therefore it´s possible establish differential averages for each ASD level beginning p frequencies analysis regarding to total means, being ASD level- 1: between 5.77 and 7.88, ASD level- 2: between 7.89 and 9.01 and ASD level- 3: ≥ 9.02. 

KEY WORDS 

Autism Spectrum Disorder, Perception- Cognition, ASD´ levels, DSM-5.


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Tuesday, 26 July 2022

INTERRELATIONS BETWEEN PERCEPTIVE-COGNITIVE FACTORS AND BEHAVIORAL VARIABLES TO DIAGNOSIS OF PEOPLE WITH AUTISM SPECTRUM DISORDER


 INTERRELATIONS BETWEEN PERCEPTIVE-COGNITIVE FACTORS AND BEHAVIORAL VARIABLES TO DIAGNOSIS OF PEOPLE WITH AUTISM SPECTRUM DISORDER

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ABSTRACT

Relationships analysis between perceptual-cognitive factors and  behavioural variables it make up autism spectrum disorder (ASD) differential specific diagnosis, constitute a fundamental recurrent of currently research, then found data allow the construction of integrated evaluation scales to validate more complete and reliable diagnosis of people with ASD.

A total of 75 participants with ASD have participated in this study of three ASD´ intensity levels and different age intervals, from 3 years old.

Data analyses focused along study the factorial analysis determinant (KMO and Bartlett's test) statistic, as well as, bivariate correlations analysis for three dimensions calculated statistically: "processing", "social" and "behaviours", show significant critical inter-relational levels (Sig: .00), which allows conclude to existence of highly relationships between both variables groups and their practical applications for consequent, reliable and valid diagnosis process.

KEYWORDS

Autism Spectrum Disorder, Diagnosis, Cognitive Processing.

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Wednesday, 6 July 2022

HACIA LA MEJORA DE LAS ESCALAS DE DIAGNÓSTICO DEL TRASTORNO DEL ESPECTRO AUTISTA

DIAGNÓSTICO ESPECÍFICO DEL TRASTORNO DEL ESPECTRO AUTISTA (TEA)

Ojea (2022)


Los instrumentos actualmente mejor validados empíricamente para la detección diagnóstica del TEA son, en efecto, la Entrevista para el Diagnóstico del Autismo- Revisada ADI-R (Rutter et al., 2003) y la Prueba o Test de Observación del Diagnóstico del Autismo (2ª ed.) (ADOS-2) (Lord et al., 1994; Lord et al., 1999), publicado por el Western Psychological Services. Sin embargo, ambas pruebas realizan una medición ajustada a los criterios específicos del TEA indicados por la Clasificación Internacional DSM- IV (4ª ed.) publicados por la APA (2000), así como en relación con los criterios de la Clasificación Internacional de las Enfermedades CIE-10 (10ª revisión) (OMS, 2004), pero no se centran específicamente en los criterios de los grupos diagnósticos actualmente vigentes por la Clasificación Internacional DSM-V (5ª ed.) (APA, 2013), lo cual está generando en la clínica actual un margen de error significativo en los procesos de detección si solo se limitan a la observación conductual; y, además, lo que es más importante, es que desde la publicación de los actuales criterios concurrentes  de la Clasificación de la 5ª edición, la investigación científica ha avanzado en términos de diagnóstico diferencial, de forma que las escalas exclusivamente basadas en criterios conductuales y/o de observación comportamental y/o emocional ya no parecen herramientas suficientes, que garanticen una fiabilidad y validez diagnóstica significativa del trastorno. Por este motivo, la investigación actual se centra en la búsqueda de nuevas Escalas de medida que incoporen los modelos explicativos del procesamiento perceptivo- cognitivo de las personas con TEA, junto a los criterios conductuales existentes indicados por la Clasificación actual. Por esta razón, mi objetivo prioritario actual es ampliar los estudios para facilitar una Escala Integrada que fusione los criterios conductuales con los elementos cognitivos subyacentes, cuyos precursores son otras publicaciones parciales previas, tales como el proceso relacionado con la interconexión neural y la creación de nodos interrelacionados, así como  la Escala de Integración Semántica, con vistas a la inminente publicación de Escalas Integradas amplias adaptadas a niveles de significación estadística del 95% en términos de probabilidad para el diagnóstico clínico del trastorno.




Wednesday, 1 June 2022

FALLOS EN LAS CONEXIONES SINÁPTICAS EN PERSONAS CON TRASTORNO DEL ESPECTRO AUTISTA

 CREACIÓN DE INTERCONEXIONES Y NODOS EN LA ENTRADA Y SALIDA DE LA INFORMACIÓN #TEA


Las limitaciones sinápticas en los receptores GABA generan dificultades para establecer relaciones de inducción y deducción entre la información input- ouput en las personas con autismo, lo cual puede ser compensado mediante la realización de ejercicios prácticos de creación de redes neurales entre conceptos y categorías, con planes bien adaptados a la edad y el nivel curricular de los estudiantes.






Sunday, 22 May 2022

Comparative Analysis of Cognitive-Motor Development In People With Autism Spectrum Disorder

 

Comparative Analysis of Cognitive-Motor Development In People With Autism Spectrum Disorder 

Manuel Ojea Rúa || Lucía Soto Escariz || Lydia Castro Núñez || Lourdes Belén Lamas Gómez|| Laura Fernández Rey


IOSR Journal of Nursing and Health Science (IOSR-JNHS)e-ISSN: 2320–1959.p- ISSN: 2320–1940 Volume 11, Issue 3 Ser. I (May. – June. 2022), PP 58-64www.iosrjournals.org 




Abstract: This research constitutes an experimental work with aim implement the comparative analysis offshore perceptual-cognitive and motor development in students with autism spectrum disorder (ASD). A total of 40 students participated in this research, issued in three groups, an experimental group made up students with ASD (n= 16), a normotypical group (n= 15) and a group identified of other needs (n= 9), of different age ranges. Study analyze six variables: three perceptive- cognitive variables and three motor variables, what analyzed through non-parametric Kruskal-Wallis Test. Results indicate there´re significant differences forwards study six variables, taking group way as distribution variable, according group type the participants belong; however, comparative data found are less homogeneous regarding different age intervals if age used as distribution variable. Correlations analysis between dimensional groups of cognitive variables, in relation to dimensional group of motor variables, show positive significant relational data found by Pearson correlation.

Key Words; Autism Spectrum Disorder, Cognition- Perception, Semantic Coding, Motor Development.



Wednesday, 18 May 2022

RESPUESTA EDUCATIVA A LAS REFUGIADOS/AS

 

RESPUESTA EDUCATIVA A LOS REFUGIADOS/AS

#UKRAINE EDUCATIONAL ANSWER TO REFUGEES
@LaRegión- Xornal Escolar







Sunday, 1 May 2022

CUENTO: BRAIS Y SU GUITARRA

 CUENTO ADAPTADO PARA NIÑOS Y NIÑAS PEQUEÑAS CON TRASTORNO DEL ESPECTRO AUTISTA

El cuento presenta una historia divertida, construida con una metodología secuencial, apoyada en nodos interneuronales, con el objetivo de facilitar la integración semántica de los contenidos y generar nexos entre conocimientos, cuyo fin último es permitir la codificación y la recuperación posterior de la información aprendida.

Disponible en EDITORIAL ALJIBE.







Saturday, 23 April 2022

ÚLTIMOS TRABAJOS DE INVESTIGACIÓN EN ATENCIÓN A LA DIVERSIDAD DEL ALUMNADO

SÍNTESIS DE LOS ÚLTIMOS TRABAJOS MÁS DESTACABLES EN INVESTIGACIÓN CIENTÍFICA DEL AUTOR CON ACCESO AL CONTENIDO


 


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Ojea, M. & Diéguez, N. (2016). Predictability of Psychopedagogical Variables Related to User Satisfaction Level When Including Students with Asperger Syndrome at University. Review Comprehensive Psychology, 5, 1-10.  ISSN: 21652228. DOI: 10.1177/2165222816634036. http://journals.sagepub.com/doi/abs/10.1177/2165222816634036

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Ojea, M. (2016). The Learning of Conceptual Categories for Students with Level 1 Autism Spectrum Disorder. Journal of Intellectual Disability- Diagnosis and Treatment, 4(2), 129- 139. ISSN (online): 2292-2598.  http://dx.doi.org/10.6000/2292-2598.2016.04.02.6.  http://www.lifescienceglobal.com/journals/journal-of-intellectual-disability-diagnosis-and-treatment/editorial-board

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Ojea, M. & Dapía, M. D. (2019). Development of cognitive relations in students with Autism Spectrum Disorder. International Journal of Current Multidisciplinary Studies, 5(10), 1113-1118. http://journalijcms.com/issues/development-cognitive-relations-students-autism-spectrum-disorder

Ojea, M., Barca- Enríquez, E., Diéguez, N. & Brenlla, J. C. (2019). Trastornos del espectro autista y educación: hacia una mejora del desarrollo perceptivo- cognitivo. Amazônica- Revista de Psicopedagogia, Psicologia escolar e Educação, 23(2), 8-34. http://www.periodicos.ufam.edu.br/amazonica/article/view/6745

Ojea, M. (2020). Professional Training within Application of Specific Programs to People with Autism Spectrum Disorders. Can J Biom Res & Tech, 2(4), 1-15. https://biomedress.com/volume2-issue4.php

Ojea, M. (2020). Genetic Main Components for Autism Spectrum Disorder DiagnosisOpen Access Journal for Addiction and psychology, 3(3), 1-2. https://irispublishers.com/oajap/volume3-issue3.php

Ojea, M. (2020). Professional training along implementation of program to students with Autism Spectrum Disorder. JOSR Journal of Research & Method in Education, 10(2), 29-36. http://www.iosrjournals.org/iosr-jrme/papers/Vol-10%20Issue-2/Series-4/E1002042936.pdf

Ojea, M. & Miranda, M. (2020).  Analysis of Anxiety Values In Persons With Autism Spectrum Disorder Upon Confinement State Owing to Virus Covid-19. Can J Biomed Res & Tech, 3(3), 1-6. https://biomedress.com/pdf/CJBRT-20-33-064.pdf

Ojea, M., Diéguez, N. & Dapía, M. D. (2020). Etiological Factors of Autism Spectrum DisorderInternational Journal for Innovation Education and Research, 8(8), 472-486. ISSN: 2411-2933. https://ijier.net/index.php/ijier/article/view/2548

Ojea, M. (2020). Semantic Integration Scale to People Diagnosis with Autism Spectrum Disorder. International Journal for Innovation Education and Research, 8(10), 273- 285. https://ijier.net/index.php/ijier/article/view/2680

 Ojea, M. (2021). Networks way between Autistic Spectrum Disorder and Schizophrenia. Canadian Journal of Biomedical Research and Technology, 4(1), 1-6. https://biomedress.com/volume4-issue1.php

Ojea, M. (2021). Classification of the comorbid symptomatic groups on Autism Spectrum Disorder diagnosis.  International Journal for Innovation Education and Research, 9(6), 196- 208. ISSN: 2411-293301.  https://ijier.net/index.php/ijier/article/view/3167

Ojea, M. (2021). Analysis to Specificity and Sensitivity of Specifics Instruments Combined: Ados-2 and Adi-R, For Diagnostic Detection of Individuals with Autism Spectrum Disorders.  International Journal of Social Policy and Education Vol.3, No. 9; September, 2021. pp 46-52. ISSN 2689-4998 (print), 2689-5013 (online). https://ijspe.com/arcive/september-2021/IJSPE-202249.pdf

Ojea, M., Diéguez, N., Soto, L., Paz, A., & Lamas, L. (2022). Evaluation of Laboral Insertion Level in Students with Autism Spectrum Disorder Inside Vocational Training Studies. IOSR. Journal of Research & Method in Education, 12(1), 35-41.  e-ISSN: 2320–7388, p- ISSN: 2320-737x www.iosrjournals.org.  https://www.iosrjournals.org/iosr-jrme/pages/vol12-issue1-Series-2.html 

Ojea, M. (2022). Perceptive- Cognitive Evolution in Students with Autism Spectrum Disorder from Inter- Conceptual- Nodes Learning. RA Journal of Applied Research, 8(3), 166-180. http://www.rajournals.in/index.php/rajar/article/view/847/719