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).

ADQUIRIR EL LIBRO COMPLETO:

EDICIONES BARCELONA, PERÚ.

Miguel Ángel Pinto: mapperu@outlook.com

Librería ITES (La Coruña).

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).

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

PhD Manuel Ojea Rúa

International Journal of Current Science Research and Review, 8(8), 4204-4214, 2025.

 

https://ijcsrr.org/single-view/?id=23781&pid=23653

DOI: https://ijcsrr.org/single-view/?id=23781&pid=23653

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.

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DIFFERENTIAL ANALYSIS OF FOUR TEACHING- LEARNING MODELS APPLYING TO STUDENTS WITH AUTISM SPECTRUM DISORDER

 International Journal of Humanities and Social Science Invention (IJHSSI)

Por Manuel Ojea (2025)

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.

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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.

BEHAVIOURAL IMPROVEMENT OF PEOPLE WITH AUTISM SPECTRUM DISORDER

 

 Behavioural Improvement of People with Autism Spectrum Disorder

• Manuel Ojea Rúa & Andrea
•  Vieira Vázquez

Language, Literature and Education: Research Updates Vol. 2, 20 March 2025 , Page 117-136

https://doi.org/10.9734/bpi/lleru/v2/4016

Published: 2025-03-20

Abstract
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: 

• Spectrum disorder
 
• behaviour skills
 
• social abilities
 
• social mediation
 
• neural networks.
  
  

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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

NEW CONCEPTUAL PARADIGM OF AUTISTIC SPECTRUM DISORDER (NUEVO PARADIGMA CONCEPTUAL DEL TRASTORNO DEL ESPECTRO AUTISTA)

Artículo publicado en la Revista Científica: International Journal of Current Science Research and Review, 07(10), 8098-8109.

Article published in the Scientific Journal: International Journal of Current Science Research and Review, 07(10), 8098-8109.

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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