ANÁLISIS DIFERENCIAL ENTRE LA POBLACIÓN NORMOTÍPICA Y PERSONAS CON AUTISMO EN RELACIÓN CON LA COMORBILIDAD SINTOMÁTICA ASOCIADA

 INVESTIGACIÓN PSICO- EDUCATIVA SOBRE TEA EN PROCESO

Para seguir avanzando en el conocimiento del Trastorno del Espectro Autista y con el objetivo de realizar un análisis difererencial en relación con la sintomatología asociada entre personas normotípicas y personas con diagnóstico nuclear de TEA, desde el Instituto de Investigaciones Científicas sobre TEA, solicitamos la colaboración de todas aquellas personas que tengan hijos/as, con o sin TEA, así como a aquellos docentes o educadores/as que atienden a personas con TEA, con e debido permiso, puedan cubrir la siguiente encuesta, la cual es completamente anónima y confidencial.

Lydia Castro. Doctoranda Uvigo.

Lourdes Rivas. Doctoranda Uvigo.

Tania Justo. Doctoranda Uvigo.

Manuel Ojea.

...

MUCHAS GRACIAS.

ACCEDER AL CUESTIONARIO

 COGNITIVE-PERCEPTIVE AND PSYCHOMOTOR RELATIONSHIPS IN STUDENTS WITH AUTISM SPECTRUM DISORDER

PhD. Manuel Ojea Rúa 

DOI: 10.1177/1362361319885215

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ABSTRACT

This article analyzes the relationship between symptomatic groups that make up the diagnosis of people with Autistic Spectrum Disorder (ASD) and the motor structure themselves to design a global intervention program facilitating integrated psychosocial development.

A total of 28 participants with ASD participated in this experimental study. Correlation analysis observed to three variables- dimensions: diagnostic, cognition and psychomotor variables show significant data regarding interactions between to three dimensions statistically calculated. So variables of diagnostic dimension correlate with cognitive variables (r= .896) and with psychomotor dimension (r= 682). Likewise, cognitive dimension correlate significantly with motor dimension (r= .766). Finally, it´s designed an integral systemic psychoeducational program to facilitate global development of people with ASD.

KEYWORDS

Psychomotor skills, cognitive- perceptive, social communication, autism spectrum disorder.

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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

ADQUIRIR EL LIBRO

LA VOZ DE GALICIA 22/11/2022 (por María Doallo)

 

ESCALA TID- TEA PARA EL DIAGNÓSTICO DEL AUTISMO

Ojea (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.

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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Wu, C. C., Chiang, C. H., Hou, Y. M., Chu, C. L., & Liu, J. H. (2019). Utility of the Taiwan version of the screening tool for autism in two-year-olds to detect autism in children aged three years. Journal of Intel-lectual and Developmental Disability, 44(3), 337- 345. https://doi.org/10.3109/13668250.2017.1413078

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

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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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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

PDF COMPLETO

• https://doi.org/10.47191/rajar/v8i7.12

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.

REFERENCES

American Psychiatric Association (APA) (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Arlington, VA.

https://psychiatry.org/psychiatrists/practice/dsm

Baisa, A., Mevorach, C., & Shalev, L. (2021). Hierarchical processing in ASD is driven by exaggerated salience effects, not local bias. Journal of Autism and Developmental Disorders, 51(2), 666-676. https://doi.org/10.1007/s10803-020-04578-1

Bathelt, J., & Geurts, H.M. (2021). Difference in default mode network subsystems in autism across childhood and adolescence. Autism, 25(2) 556-565. DOI:10.1177/1362361320969258

Bennett, T. A., Szatmari, P., Georgiades, K., Hanna, S., Janus, M., Georgiades, S., ... & Thomson, A. (2015). Do reciprocal associations exist between social and language pathways in preschoolers with Autism Spectrum Disorders? Journal of Child Psychology and Psychiatry, 56(8), 874-883. http://dx.doi.org/10.1111/jcpp.12356

Botting, N., & Adams, C. (2005). Semantic and inferencing abilities in children with communication disorders. International Journal of Language and Communication Disorders, 40(1), 49-66. http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=R092EJRQC636XB1F

Brignell, A., Williams, K., Jachno, K., Prior, M., Reilly, S., & Morgan, A. T. (2018). Patterns and predictors of language development from 4 to 7 years in verbal children with and without Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(10), 3282-3295. http://dx.doi.org/10.1007/s10803-018-3565-2

Buckner, R. L., & DiNicola, L. M. (2019). The brain’s default network: Updated anatomy, physiology and evolving insights. Nature Reviews Neuroscience, 20(10), 593-608. https://doi.org/10.1038/s41583-019-0212-7

Cain, K., & Oakhill, J. (Eds.) (2007). Children's comprehension problems in oral and written language: A cognitive perspective. Challenges in language and literacy. New York, NY: Guilford Publications. http://www.guilford.com

Eigsti, I.M., & Irvine, Ch.A. (2021). Verbal mediation of theory of mind in verbal adolescents with autism spectrum disorder. Language acquisition, 28(2), 195-213. https://doi.org/10.1080/10489223.2021.1877705

Falck-Ytter, T., Nyström, P., Gredebäck, G., Gliga, T., & Bölte, S. (2018). Reduced orienting to audiovisual synchrony in infancy predicts autism diagnosis at 3 years of age. Journal of Child Psychology and Psychiatry, 59(8), 872-880. DOI: 10.1111/jcpp.12863

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Nyström, P., • Jones, E., Darki, F., Bölte, S., & Falck‑Ytter, T. (2021). Atypical Topographical Organization of Global Form and Motion Processing in 5‑Month‑Old Infants at Risk for autism. Journal of Autism and Developmental Disorders, 51, 364-370. https://doi.org/10.1007/s10803-020-04523-2

Nyström, P., Gliga, T., Jobs, E. N., Gredebäck, G., Charman, T., Johnson, M. H., … & Falck-Ytte, T. (2018). Enhanced pupillary light reflex in infancy is associated with autism diagnosis in toddlerhood. Nature Communications, 9(1), 1678.

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Ojea, M. (2018). RELATE program. Development of conceptual categories in students with autism spectrum disorders. Madrid: Pirámide. https://www.edicionespiramide.es/libro.php?id=5151744

Ojea, M., & Tellado, M. (2018). Semantic Integration Evaluation Scale (SIS) for children with Autism Spectrum Disorder. Open Access Journal of Addiction and Psychology, 1(3), 1-6. (2018). https://irispublishers.com/oajap/pdf/OAJAP.MS.ID.000514.pdf

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Uljarević, M., Baranek, G., Vivanti, G., Hedley, D., Hudry, K., & Lane, A. (2017). Heterogeneity of sensory features in autism spectrum disorder: Challenges and perspectives for future research. Autism Research, 10(5), 703-710. DOI: 10.1002/aur.1747

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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.

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.

PROGRAMA DE INTEGRACIÓN GESTÁLTICO

DESARROLLO DE NODOS CONCEPTUALES

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.