Interrelation of the Psychomotor System and the Cognitive Relational Process on Academic Performance in People with Autism Spectrum Disorder
1PhD Manuel Ojea Rúa,2Prof. Inmaculada Rodríguez Borrajo
DOI : https://doi.org/10.47191/ijmra/v6-i7-33
GOOGLE SCHOLARDOWNLOAD PDFABSTRACT:
Autism Spectrum Disorder (ASD) is a highly heterogeneous specific feature of neurodevelopment, whose general characteristics are defined by two basic dimensions: 1) deficits of communication and social interaction and 2) restrictive and stereotyped behaviours. Both dimensions are complemented by empirical evidence of the highly significant relationships of a predictive kind with the psychomotor functioning, which becomes most evident over development. Just, this research tries to answer to the following general goals: 1) examine the application of specific programs relating to development of basic psychomotor skills in students with several levels of ASD, age and sex, and 2) delimit the incidence of cognitive relationships between the concepts and learning categories. A total of 99 students have participated in this study, distributed according to ASD level, age and sex. Data have been analysed through the Univariate ANOVA Between-Subjects Effects Test. Results show that both the intersection of psychomotor and cognitive variables (critical sig: .00), as well variables separately (psychomotricity: .00, and relationship: .00), significantly affect to academic performance of students with ASD. Therefore, it can be concluded that relational cognitive components and psychomotor development are essential to facilitate the development of learning in people with ASD, whose R2 of explicative variance is significantly high: .913, being the adjusted R2 level: 86.3%. The influence of the fixed variables interactions: ASD level, age and sex have also been studied.
KEYWORDS:Autism Spectrum Disorder. Psychomotricity. Perceptive- Cognitive- Nodal Relationship. Conceptual and Categories. Academic Performance.
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