Contributions of neurological psychology and social theory to facilitate the learning of children with autistic spectrum disorders through a specific program of development of conceptual categories.
International Journal of Developmental Disabilities, 63(3), 1-8.
ISSN: 2047-3869 (Print) 2047-3877 (Online) Journal homepage: http://www.tandfonline.com/loi/yjdd20
Manuel Ojea Rúa
Manuel Ojea Rúa
Ed. Taylor and Francis.
Abstract
This article presents to the following general objectives: 1) to apply different interventions, corresponding to 3 experimental groups (EG 1, 2, 3), composed of students with autistic spectrum disorders (ASD), 2) to compare the result found as a consequence of the intervention and 3) to analyze of the ad hoc pilot program (EG1) based on the categorical conceptual learning. The method used is a multivariate comparative analysis of the effectiveness of three programs (with an analysis of 1 factor, across 4 measures, represented by conceptual learning categories, measured through a longitudinal study of 3-month time intervals (total= 12 months). Study involved 18 participants, distributed in 3 experimental groups, each experimental group is made up of 6 students with autistic spectrum disorders across three diagnostic levels, aged between 4 and 15 years, of which 14 are male and 4 are female. Results the improvements found in the participants of experimental group (EG1) in relation to the other two experimental groups (EG2, 3) are remarkable, especially regarding the data found in the fourth measure of the factor of the study. The conclusions show the benefits of educational programs based on the previous evaluation of the participants’ needs and the contributions of the neuropsychology of individual development, as well as social and cultural dimensions.
Keywords: autism spectrum disorder, perception and cognition, neuropsychology, educational development, educational inclusion.
Ed. Taylor and Francis.
Abstract
No comments:
Post a Comment
Note: only a member of this blog may post a comment.