AUTISMO: INVESTIGACIÓN CIENTÍFICA
Manuel Ojea Rúa es Catedrático de Orientación Educativa (3492563057A0511). Doctor en Psicología- Pedagogía por la Universidad de Vigo. Especialista en Neuropsicología del Desarrollo. Psicólogo colegiado con el nº GX05862. Instituto Social de Investigación en Autismo (G44568509), situado en la Universidad de Vigo. Es autor de 54 libros, 214 Artículos en Revistas Científícas y numerosos Articulos en Prensa. https://orcid.org/my-orcid?orcid=0000-0002-9787-2520. mail: moxea@uvigo.es
Localización del Instituto de Investagaciones Científicas en Autismo, localizado en la Universidad d
Friday, 6 February 2026
Wednesday, 28 January 2026
Wednesday, 14 January 2026
Comparison between the Autism Diagnostic Interview Revised (ADI-R) and the Perceptual Behavioural Precision Scale (PS-PC-ASD)
Comparison between the Autism Diagnostic Interview Revised (ADI-R) and the Perceptual Behavioural Precision Scale (PS-PC-ASD) for the Diagnosis of Individuals with Autism Spectrum Disorder
PhD Manuel Ojea Rúa
Abstract
Ojea (2023) has published a Perceptual-Behavioural Precision Scale (PS-PC-ASD) for the diagnosis of individuals with autism spectrum disorder (ASD), which are made up of three main domains weighted based on the number of items that each domain contains: 1) the perceptual-cognitive domain, 2) the social domain, and 3) the practical domain, in the aim of incorporating the measurement of cognitive values that involve the level of neuropsychological and biological processing of information, starting from the input of information of the sensory-perceptual memory into the semantic and episodic memory if possible, as well as the interconceptual relationships developed by the coding processes, which provide this access through working memory.
This study compared the data resulting from the ASD' diagnosis, found in accordance with the PS-PC-ASD Scale, in relation to the Autism Diagnostic Interview Revised (ADI-R) (Rutter et al., 2003), which is based mainly on the basic criteria of the currently official International Classification of the American Psychiatric Association (APA) (2013).
The main aim of this study is therefore to observe whether there're statistically significant differences in the diagnosis of people with ASD between the two Scales, the ADI-R Scale and the PS-PC-ASD Scale.
The comparative levels, found through the Wilcoxon statistical test, showed that there were significant differences in the diagnostic results of the participants, according to diagnostic Scale applied (sig: .00).
Furthermore, the Kruskal-Wallis non-parametric test found the variables of 'gender' and 'age' of the participants were interdependent for both Scales. Results didn't were shown significant differences in the variable ‘gender’ for the ADI-R Scale, non-significant critical levels were obtained (sig: .27), nor for the PS-PC-ASD Scale (sig: .81). However, when the PS-PC-ASD Scale was used, significant critical levels were observed for the variable ‘age’ (sig: .01), whereas in the ADI-R Scale, no statistically significant levels were found for ‘age’ variable (sig: .09).
Keywords: ASD, Diagnostic Scale, Cognition, Perception, Social, Behaviour, Neuropsychological Processing.
Monday, 5 January 2026
Sunday, 4 January 2026
VALIDATION OF THE PRECISION SCALE PERCEPTIVE-COGNITIVE TO PEOLE WITH ASD DIAGNOSIS 'PS-PC-ASD'
Please, check the publication: https://ejtas.com/index.php/journal/article/view/1751
VALIDATION OF PRECISON SCALE PERCEPTIVE-COGNITVE TO PEOPLE WIHT ASD DIAGNOSIS 'PS-PC-ASD'
INTRODUCTION
Ojea, M. (2026). Validation of Precision Sale Perceptive-Cognitive to Peple with ASD diagnosis PS-PC-ASD'. European Journal of Theoretical and Applied Sciences, 4(1), 147-168.
Ojea (2023) has published the Precision Scale Perceptivo- Cognitive (PS-PC-ASD), with the aim of determining the diagnosis of people with autism spectrum disorder (ASD), which consists of three main weighted domains: 1) the perceptual-cognitive domain, 2) the social domain, and 3) the practical domain, in order to incorporate the measurement of cognitive neural values, which involve the level of neuropsychological and biological processing of information, from the input of information through perceptual sensory memory to semantic memory and its related episodic memory, as well as the development of interconceptual relationships that develop throughout the processes of information coding through working memory.
In this study, the PS-PC-ASD scale has been validated for a total of N: 346 participants, which is a significantly broad sample, being a highly specific group, of which 112 don’t have any specific diagnosis, 140 have a level 1 autism diagnosis, 67 have level 2, and 27 have level 3, as the International Classification of the American Psychiatric Association (APA, 2013).
The comparative data, obtained using a one-way ANOVA test, as well as the subsequent transformation of all direct scores (DS) found in the observation questionnaire into typical scores (Z), were used to construct the three categorical dimensions with typified scores: 1) processing category, 2) social category, and 3) behavioural category, whose typical sum provides a highly accurate analysis of explanatory variance, analysed using stepwise linear regression analysis, in which the three dimensions exhibit significant critical levels explaining the diagnostic data within the three categories (sig: .00).
Finally, the correspondence of the total sum of typical scores found in accordance with the corresponding percentile, in intervals of five, the 50th percentile has corresponded to the typical average sum of -1.38, from which point a diagnosis compatible with autism can be definitively considered. From this percentile onwards, an increase in intensity implies greater severity in the diagnostic group for this disorder.
In essence, the initial data found for the construction of the Scale has been corroborated, concluding that the Diagnostic Precision scale is a highly effective and positive instrument for the specific diagnostic precision of individuals with ASD.
Keywords: autism spectrum disorder, diagnostic test, perception, cognition, semantic memory, source memory, episodic memory.
Thursday, 27 November 2025
ANÁLISIS COMPARATIVO DE LOS MODELOS DE ENSEÑANZA-APRENDIZAJE EN ESTUDIANTES CON TRASTORNO DEL ESPECTRO AUTISTA
En B. Silva et al. XVIII Congresso Internacional de Psicopedagogía, 2025 (pp. 2083-2092). Braga (Portugal): Centro de Investigação em Educação, do Instituto de Educação, da Universidade do Minho Universidade do Mihno.
Manuel Ojea Rúa
Resumen
Conceptualmente, el trastorno del espectro autista (TEA) se define como una discapacidad relacionada con las alteraciones del neurodesarrollo, en relación con la vía de transmisión de la información a nivel cerebral, a través del sistema funcional del ácido gamma- aminobutírico o sistema GABAérgico, que es observado conductualmente a través de déficits manifiestos en el ámbito de la comunicación, la interacción social y los comportamientos repetitivos y restrictivos, como así está recogido por la Clasificación Internacional de las Enfermedades: DSM-5 (Asociación Americana de Psiquiatría (APA), 2013). La tasa prevalente, según los Centros para el Control y la Prevención de Enfermedades, se sitúa alrededor de 1/44 personas nacidas, en una proporción de 4 hombres por 1.5 mujeres. Pues bien, con el fin de analizar si existen diferencias significativas en la adquisición de competencias cognoscitivas y el desarrollo de las habilidades complejas cognitivas en los estudiantes con TEA, el diseño de esta investigación se ha basado en la realización de 30 encuestas en centros educativos regulares (N= 30), en los cuales se escolarizan estudiantes con TEA. Los datos han sido analizados mediante la prueba comparativa no paramétrica U de Mann-Wihtney. Las conclusiones indican que los estudiantes con TEA, que han seguido un modelo basado en proyectos cooperativos, mejoran sensiblemente en el ámbito psico- social y educativo, en relación con sus pares que han continuado una enseñanza tradicional de tipo magistral. Palabras- clave: Trastorno del espectro autista, desarrollo curricular, cognición, análisis relacional.
Abstract
Conceptually, Autism Spectrum Disorder (ASD) is made up of a disability regarding to neurodevelopmental disorders, relationship with the transmission pathway of information at brain level, through the functional system of gamma-aminobutyric acid or GABAergic system, which is observed through manifest deficits in the field of communication, social interaction and restrictive behaviours, as it´s included in the International Classification of Diseases: DSM-5 (American Psychiatric Association (APA), 2013), whose prevalence, according Center for Disease Control and Prevention, around 1/44 persons born has been reported with a ratio of 4 males to 1.5 females. In this research, in seeking to observe whether there're significant differences regarding the acquisition of cognitive competences and the development of complex cognitive abilities in students with ASD, the research design based on 30 interviews in regular educational centres (N=30), where students with ASD are schooled. Data found tested using the non-parametric Mann-Wihtney U Test. Conclusions indicate that students with ASD, who have followed a cooperative project-based model, improve significantly in the psycho-social and educational domains, regarding to their peers who have received a traditional master class teaching. Keywords: Autism spectrum disorder, curriculum development, cognition, relational analysis.
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Tuesday, 28 October 2025
LIBRO: MI PEQUEÑO HÁMSTER Y YO. UNA HISTORIA PERSONAL FASCINANTE
MI PEQUEÑO HÁMSTER Y YO. UNA HISTORIA PERSONAL FASCINANTE
Aunque el manual va dirigido a todas las
personas, que le guste la lectura, el libro constituye una narrativa, en relación con los
acontecimientos, que vive Dani, un niño con autismo, su forma de percibir la
información y actuar en el mundo, a partir de sus características peculiares. Para
ello, el manual se halla estructurado en 32 Capítulos complementados con imágenes
relacionadas, con el fin de facilitar la creación de nodos neurales en los
niños con autismo y éstos puedan facilitar la comprensión semántica de su
lectura.
ISBN: 979-13-7012-993-4
DEPÓSITO LEGAL: AL6280-2025
Ojea, M. (2025. Mi pequeño Hámster y Yo. Una historia personal fascinante. ISBN: 979-13-70-12-993-4. DEPÓSITO LEGAL: AL 6280-2025. Unión Europea: Ediciones LETRAME. www.LETRAME.com
NOTICIAS DE PRENSA SOBRE EL LIBRO:
Wednesday, 22 October 2025
EL DESARROLLO DE LA CONECTIVIDAD NEURONAL EN PERSONAS CON AUTISMO. BREVE INTRODUCCIÓN AL PROGRAMA DE DESARROLLO DE LOS PROCESOS COGNITIVOS SUPERIORES
Manuel Ojea Rúa
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La Región 22/19/2025, Xornal Escolar, p. 8
Friday, 29 August 2025
PRESENTACIÓN DEL TEST PARA LA EVALUACIÓN DE PERSONAS CON TRASTORNOS DEL ESPECTRO AUTISTA EP-PC-TEA
XVIII CONGRESSO INTERNACIONAL GALEGO- PORTUGUÊS DE PSICOPEDAGOGIA
PRESENTACIÓN DEL TEST PARA LA EVALUACIÓN DE PERSONAS CON TRASTORNOS DEL ESPECTRO AUTISTA EP-PC-TEA
La presentación tedrá lugar el día 3 de setiembre de 2025, a las 19 horas, en la Universidade do Minho (Braga- Portugal).
SINOPSIS:
La Escala de Precisión Diagnóstica Perceptivo- Cognitiva- Conductual del Trastorno del Espectro Autista permite complementar el análisis del diagnóstico del autismo, a través de la medida de las variables que conforman el procesamiento neuropsicológico de la información humano, con el fin de evitar los elevados errores del diagnóstico del TEA existentes en la actualidad, derivados de análisis unilateral del componente criterial conductual de las actuales Escalas tradicionales. La baremación empírica de la Escala, realizada para N= 75, ha permitido obtener una fiabilidad estadística del Alpha de Cronbach medio superior al.91 en las diez dimensiones que conforman la Escala: 1) comprensión, 2) significantes, 3) categorías conceptuales, 4) relaciones- nodos neurales, 5) relaciones intercategoriales, 6) recuperación semántica, 7) interacción social, 8) comunicación social, 9) comportamientos estereotipados, y 10) comportamientos restrictivos. El cálculo estadístico de las diez dimensiones se ha agrupado en torno a tres grandes categorías del análisis: 1) procesamiento perceptivocognitivo, 2) interacción social, y 3) comportamiento. Los análisis concluyentes indican que la categoría del procesamiento explica el 88.52 de la varianza total explicativa acumulada, mientras que la categoría social el 10.19% y el comportamiento el restante 1.28, lo cual demuestra la importancia del análisis del factor dimensional perceptivo- cognitivo para poder establecer con seguridad los percentiles medios que permiten realizar una conclusión diagnóstica relativa a cada nivel de TEA, de acuerdo con los niveles elaborados por la clasificación internacional de la Asociación Americana de Psiquiatría DSM-5 (APA, 2013).
Friday, 15 August 2025
THE BENEFITS OF COOPERATIVE TEACHING APPLIED THROUGH PROJECTS TO IMPROVE LEARNING FOR STUDENTS WITH AUTISM SPECTRUM DISORDER
The Benefits of Cooperative Teaching Applied Through Projects to Improve Learning for Students with Autism Spectrum Disorder
Abstract:
People with autism spectrum disorder (ASD) are characterised by severe limitations in nodal connectivity of information, which can involve some or several levels of the neuropsychological information processing system to various degrees. For this reason, in besides treating behaviours formally expressed by international classifications, it´s necessary to apply programmes to facilitate functional connectivity and fluidity over knowledge processing, in this sense, the cooperative project-based method can help neural networks interact and support the perception and subsequent processing of information.
A total of 10 participants took part in this study, divided into two groups of 5 students each. One of the groups included a student with level 1 ASD (n: 5). All students belong to the same class and are studying all subjects corresponding to first grade of secondary education. Results confirmed the hypothesis that project-based work in small cooperative groups is effective, with all students showing improvement compared to the other two didactic methods implemented: practical and expository. Moreover, it was also observed that the group in which the student with ASD participates has not impaired the knowledge process, but, on the contrary, provides benefits that exceed the second group of exclusively neurotypical students (n: 5) in the statistics applied.
Keywords:
Autism spectrum disorder, Cooperative Learning, genetics and nodal relationships, perceptual-cognitive processing, project work.
Wednesday, 28 May 2025
DIFFERENTIAL ANALYSIS OF FOUR TEACHING- LEARNING MODELS APPLYING TO STUDENTS WITH AUTISM SPECTRUM DISORDER
International Journal of Humanities and Social Science Invention (IJHSSI)
Differential Analysis of Four Teaching-Learning Models Applying to Students with Autism Spectrum Disorder. International Journal of Humanities and Social Science Invention (IJHSSI), Volume 14 Issue 5 || May 2025 || PP. 164-171. ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714. www.ijhssi.org
https://www.ijhssi.org/vol14-issue5.html
https://www.ijhssi.org/papers/vol14(5)/1405164171.pdf
ABSTRACT
Conceptually, autism spectrum disorder is shaped a disability linked to neurodevelopmental developmental disorders, regarding to the information transmission through the functional system of gamma-aminobutyric acid or GABAergic system, which is observed throughout deficits in the communication area, social interaction and restrictive behaviours, as defined by the International Classification of Diseases (DSM-5) of the American Psychiatric Association (2013) (APA). This study analyzed the implementation of greater or lesser intensity in applying regarding four teaching-learning models will be able encourage the overall development of this diagnostic group. Results showed that educational models based on projects, through the higher intensity of cooperative learning among peers, combined with a partial support process, increased the cognitive and curricular development of this population, which, in fact, was observed in the critical levels of significance tested through Kruskal-Wallis Test analysis.
KEY WORDS:
Autism Spectrum Disorder, Educational Models, Deductive and Relational Abilities, Mechanical and Meaningful Memory.
Wednesday, 2 April 2025
2 DE ABRIL DE 2025: "DÍA INTERNACIONAL DEL AUTISMO": AUTSMO Y ESTRATEGIAS DIDÁCTICO- METODOLÓGICAS
AUTISMO Y ESTRATEGIAS DIDÁCTICAS BASADAS EN LAS ESCUELAS DEMOCRÁTICAS
La Región, 2 de abril de 2025: "DÍA INTERNACIONAL DEL AUTISMO"
Diario La Región "Xornal Escolar", 2 de abril de 2025.
Saturday, 22 March 2025
BEHAVIOURAL IMPROVEMENT OF PEOPLE WITH AUTISM SPECTRUM DISORDER
Behavioural Improvement of People with Autism Spectrum Disorder
- Manuel Ojea Rúa & Andrea
- Vieira Vázquez
People with Autism Spectrum Disorder (ASD) are defined by the International Classification of Mental Disorders. The basic aim of this study is to prove whether an integrated psycho-pedagogical program, structured in accordance with the psychosocial and educational mediation model, would lead to greater behavioural and educational action training in people with Autism Spectrum Disorder (ASD). The program has basically focused on psycho-cyto-cognitive mediation criteria, based on the progressive creation of neural networks and connections between information and acquired behaviours according to the particular needs of people with ASD selected according to the basic competencies initially assessed. An experimental research design on three measures has been based, on one pre-test (I), and two post-tests (II-III) was realized. A total of 14 children with ASD participated in the intervention program specific ad hoc applied for two years. Results found through comparative analysis Friedman Test and Multivariate Tests Within- Subjects Effects, showed that the intensive intervention improved children´s behaviour and their functional adaptation to the context and, in conclusion, social life and inclusion improved. More experiments and larger data sets will be needed however the indications are there that a collective learning environment needs to be created, therefore this is a very timely paper. This can be tested further. In conclusion, the integrated program can be considered an effective intervention to promote the development of social skills.
Keywords:
Wednesday, 29 January 2025
CLAVES PSICONEUROLÓGICAS PARA EL DESARROLLO EN PERSONAS CON AUTISMO
Elementos- clave para desarrollar relaciones cognitivas entre la información entrante y el contenido previo en personas con trastorno del espectro autista para facilitar el desarrollo del aprendizaje (publicado en en el Xornal Escolar, La Región, 29-01-2025).
NEXOS PSICONEUROLÓGICOS PARA EL APRENDIZAJE EN PERSONAS CON TEA
Thursday, 31 October 2024
NEW CONCEPTUAL PARADIGM OF AUTISTIC SPECTRUM DISORDER (NUEVO PARADIGMA CONCEPTUAL DEL TRASTORNO DEL ESPECTRO AUTISTA)
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.
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Localización oficial del Instituto de Investivación Científica en Autismo (G-44568509).
NUEVA TESIS DOCTORAL: GENÉTICA Y AUTISMO
Hoy, 06/02/2026, se ha presentado en la Facultad de Trabajo y Educación Soal de la Escuela Internacional del Doctorado EIDO de la Univeridad...



















