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).
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).
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.
Autism spectrum disorder, Cooperative Learning, genetics and nodal relationships, perceptual-cognitive processing, project work.
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.
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.
ESCALA PERCEPTIVO- COGNITIVA DE DIAGNÓSTICO DEL ESPECTRO AUTISTA- REVISADA (EPPC-TEA-R)
(Ojea, 2024)
Editorial Científica Digital LTDA (Guarajá - São Paulo - Brasil)
Síntesis:
De acuerdo con los avances científicos en el ámbito del diagnóstico y la intervención de las personas con trastorno del espectro autista, las teorías proposicionales más actuales del trastorno se basan en concepciones de tipo sistémico cíclico, que giran en torno al funcionamiento de los presupuestos básicos neuropsicológicos del procesamiento de la información. En este sentido, desde el primer momento en que se produce la entrada del estímulo informativo, a través de la memoria sensorial, hasta su almacenamiento en la memoria permanente y su posterior recuperación, se lleva a cabo un complejo entramado de redes relacionales para el funcionamiento procesual, de forma que cualquier limitación o bloqueo en la creación de estas relaciones nodales pueden generar importantes alteraciones en el sistema del procesamiento neuronal a nivel general. En efecto, en las personas con trastorno del espectro autista se producen particularidades específicas en el conjunto de los niveles de procesamiento cognitivo, debido precisamente a la presencia evidente de limitaciones interconexionales o relacionales en el sistema de conexiones GABAérgico del sistema cerebral, lo que ha sido refutado por múltiples investigaciones empíricas en la actualidad. Esta Escala de diagnóstico intenta, pues, realizar un análisis exhaustivo de todos los niveles funcionales perceptivo- cognitivos y las redes relacionales que giran sobre su funcionalidad, con el fin de complementar los estudios de diagnóstico evolutivo- conductuales, recogidos por las clasificaciones internacionales en la actualidad y, en consecuencia, aportar un instrumento de evaluación específico, que, como se muestra en la justificación empírica, se ha corroborado con un elevado nivel de fiabilidad y eficacia para proceder a una conclusión diagnóstica del trastorno, tanto a nivel general, como en relación a los tres niveles de necesidad de la categorización actual del trastorno.
The Psychosocial Mediation Model is not exclusive of the need for service provision, nor of the elaboration of specific programs, but it emphasizes professional and formative empowerment, in order to generate the competencies needed by teachers and families for adequately addressing students in their context, trying to provide a global response to demanding situations. This research consists of a comparative analysis of the results obtained in the development of students with autism spectrum disorders (ASD) found as a consequence of the application of three basic models of educational guidance: 1) the Psychosocial Mediation Model; 2) the Counselling Model; and 3) the Services Model, delivered through services developed over three years, distributed across three experimental groups corresponding to each of these guidance models.
A total of 18 students with ASD of different levels, ages, and genders participated in the study, assigned to one of the three following groups: a social mediation model group, a counselling model group, and a services model group.
A study of the data was undertaken by analysing the multivariate contrasts of repeated measures ANOVA for a factor of three measures, both for the variable group types (three groups), as well as for the participants’ level, age, and gender variables.
Results show the statistically significant benefits of the social mediation model. Indeed, data found over three successive measurements indicate that in the third comparative measure, the Psychosocial Mediation Model shows comparative improvements, corroborated by significantly higher statistical means in regard to the other educational models, being mean for the Psychosocial Mediation Model (µ: 4.00), in relation to the control models, the Counselling Model (µ: 2.66) and the Services Model (µ: 2.33), whose critical values are statistically significantly different between the three models. However, when the ASD level interacts with the intervention model applied, the differences found do not show significant critical statistics, mainly in ASD level-3. The neurocognitive processing levels will affect psychosocial integral development, both the learning process itself and the development of social interaction and communication skills and the positive development of restrictive behaviours observable in people with ASD.
El Trastorno del Espectro Autista se caracteriza por la presencia de particularidades en las redes neurales de la transmisión flexible de la información, que afecta a los niveles perceptivo- cognitivos y socio- conductuales. Esta investigación constituye un Estudio de Caso Único longitudinal realizado a lo largo de 32 años, estructurado en cinco intervalos- fases evolutivas (0–4.5; 4.6–9: 9.1–12; 12.1–16.5; 16.6–32 años de edad), que confirma la importancia de la influencia de las redes neurales sobre las demás variables que engloban el grupo sintomático del trastorno. Los cambios sucesivos diferenciales a través de las cinco fases de análisis, en relación con las variables “perceptivo”, “social” y “conducta” del análisis, son altamente significativos, que han sido hallados mediante la prueba comparativa de Friedam, mientras que la variable “nodos” se mantiene constante, con un nivel 0 de dificultad. Asimismo, como muestra el análisis de correlación de Pearson, las variables evolutivas del desarrollo se relacionan mutuamente de forma significativa para un nivel de .01 de significación estadística. Las conclusiones permiten confirmar que la variable relativa a la elaboración de relaciones nodales “nodos” influye de manera decisiva en la mejora evolutiva del resto de las variables analizadas, modificando progresivamente el grupo sintomático del trastorno, por lo que se señala que las variables neuropsicológicas del procesamiento neuropsicológico de la información, especialmente, aquellas variables relacionadas con la capacidad de elaboración de redes relacionales del procesamiento deben ser analizadas exhaustivamente de forma complementaria a los criterios socio- conductuales, recogidos en las clasificaciones actuales, para evitar posibles errores iniciales en las conclusiones diagnósticas.
People with Autism Spectrum Disorder (ASD) are a neurodevelopmental symptom group characterized by significant deficits in information connectivity, mainly caused by specific genetic mutations affecting the fluency of the gamma-aminobutyric acid (GABAergic) system. This disruption, to a greater or lesser degree, hinders the interactive process of incoming stimuli with previously stored information, preventing working memory from fulfilling its role of facilitating access to information in permanent memory and later recovery. In addition to the genetic components, environmental processes occurring, above all, in early childhood, related to specific organic and severe psycho-emotional diseases can produce the same effects in the brain system as the genetic karyotypic component through the concept of neuronal remodelling. In this sense, this research aims to empirically show the influence of neuronal remodelling on the GABAergic pathway leading to the traits of autism spectrum behaviour.
A total of 175 participants from the three levels of ASD intensity have participated in this study. Data have been analysed through Linear Logistic Regression, which shows that both components, the genetic process and the environmental process, significantly influence the neural connective pathway that relates information, unlike other operationalized covariates, such as gender or age of the participants. Likewise, as shown by the Chi-Square Test, the interactions between genetic and environmental variables showed no differences in their interaction regarding the connectivity level that would explain the different levels of disorder. However, when there is a combination of genetic mutations in the diagnostic karyotype, there are significant differences between the genetic group and the environmental process over the neural network.
Ojea, M., & Castro, L. (2024). Neuronal Remodelling as a Predictor of Autism Spectrum Disorder Diagnosis. International Journal of Psychological Studies, 16(3), 74-75. DOI:10.5539/ijps.v16n3p74 https://ccsenet.org/journal/index.php/ijps/article/view/0/50560
The conceptual evolution of autism spectrum disorder (ASD) from a propositional configuration is defined as a multilateral process of neurodevelopment, based on a particular process determined by the presence of pyramidal neurons, which show a dendritic increase of alterations in the system of neuronal connections, which form a regulatory network of pyramidal glutamatergic activity. The etiology is basically due to multiple possible genetic mutations or environmental processes which, in turn, may cause specific neuronal remodeling, determined by certain psycho-organic conditions, whose consequences are observed in the GABAergic cerebral connexional pathways.
The scope of this study is to verify the significance of factorial clustering that directly or indirectly affect the genetic mutation process as an explanatory basis for the etiology of autism spectrum disorder and, consequently, to be able to establish major empirical predictions about the presence of this disorder associated cluster.
A total of 116 participants with autism have collaborated in this study, elaborated from the factorial dimensional reduction of the independent variables, which have been factorially reduced to two factors: "Disease" and "GENETIC", as explanatory dimensions of the etiology of the autistic disorder formed by the variable "level" (levels 1-2-3) (American Psychiatric Association [APA], 2013) of the disorder. The study forms the analysis of groupings of belonging of the cases, according to the parametric statistical technique of hierarchical clustering through the Ward method, contrasted by means of an ordinal regression analysis of the logit link in order to elaborate the grouping of cases according to their particularities, which are corroborated by an ordinal regression analysis according to the logit calculation for the basic conceptual variable that configures the current neuropsychological development of autism, in relation to the capacity of elaboration of neural networks or nodes during information processing, which has been operationalized with the name of "nodes". Finally, comparative t-studies of the findings in both factors in relation to the variables sex and age of the participants were carried out.
The results concluded with the configuration of three differential clusters, which have been corroborated by a one-factor ANOVA analysis, which has indicated significant critical levels for the two factors (sig: .00). The contrasts of the ordinal regression analysis corroborated the goodness of fit of the factors as explanatory components of the etiology of the disorder (sig: .00), which have been duly corroborated by the ordinal regression analysis for these same etiological factors and the consequent statistical process of neural networks by means of the multilayer perceptron procedure. Likewise, no significant differential comparative t levels have been observed in the predictive results referring to the levels of the explanatory variance of the etiology of the diagnosis of autism as a function of the variables sex and age.
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