Localización del Instituto de Investagaciones Científicas en Autismo, localizado en la Universidad d

Sunday, 4 January 2026

VALIDATION OF THE PRECISION SCALE PERCEPTIVE-COGNITIVE TO PEOLE WITH ASD DIAGNOSIS 'PS-PC-ASD'


VALIDATION OF PRECISON SCALE PERCEPTIVE-COGNITVE TO PEOPLE WIHT ASD DIAGNOSIS 'PS-PC-ASD'


INTRODUCTION


Ojea, M. (2026). Validation of Precision Sale Perceptive-Cognitive to Peple with ASD diagnosis PS-PC-ASD'.  European Journal of Theoretical and Applied Sciences, 4(1), 147-168.

Ojea (2023) has published the Precision Scale Perceptivo- Cognitive (PS-PC-ASD), with the aim of determining the diagnosis of people with autism spectrum disorder (ASD), which consists of three main weighted domains: 1) the perceptual-cognitive domain, 2) the social domain, and 3) the practical domain, in order to incorporate the measurement of cognitive neural values, which involve the level of neuropsychological and biological processing of information, from the input of information through perceptual sensory memory to semantic memory and its related episodic memory, as well as the development of interconceptual relationships that develop throughout the processes of information coding through working memory.

In this study, the PS-PC-ASD scale has been validated for a total of N: 346 participants, which is a significantly broad sample, being a highly specific group, of which 112 don’t have any specific diagnosis, 140 have a level 1 autism diagnosis, 67 have level 2, and 27 have level 3, as the International Classification of the American Psychiatric Association (APA, 2013).

The comparative data, obtained using a one-way ANOVA test, as well as the subsequent transformation of all direct scores (DS) found in the observation questionnaire into typical scores (Z), were used to construct the three categorical dimensions with typified scores: 1) processing category, 2) social category, and 3) behavioural category, whose typical sum provides a highly accurate analysis of explanatory variance, analysed using stepwise linear regression analysis, in which the three dimensions exhibit significant critical levels explaining the diagnostic data within the three categories (sig: .00).

Finally, the correspondence of the total sum of typical scores found in accordance with the corresponding percentile, in intervals of five, the 50th percentile has corresponded to the typical average sum of -1.38, from which point a diagnosis compatible with autism can be definitively considered. From this percentile onwards, an increase in intensity implies greater severity in the diagnostic group for this disorder.

In essence, the initial data found for the construction of the Scale has been corroborated, concluding that the Diagnostic Precision scale is a highly effective and positive instrument for the specific diagnostic precision of individuals with ASD.

Keywords: autism spectrum disorder, diagnostic test, perception, cognition, semantic memory, source memory, episodic memory.


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Thursday, 27 November 2025

ANÁLISIS COMPARATIVO DE LOS MODELOS DE ENSEÑANZA-APRENDIZAJE EN ESTUDIANTES CON TRASTORNO DEL ESPECTRO AUTISTA




En B. Silva et al. XVIII Congresso Internacional de Psicopedagogía, 2025 (pp. 2083-2092). Braga (Portugal): Centro de Investigação em Educação, do Instituto de Educação, da Universidade do Minho  Universidade do Mihno.

Manuel Ojea Rúa


Resumen 

Conceptualmente, el trastorno del espectro autista (TEA) se define como una discapacidad relacionada con las alteraciones del neurodesarrollo, en relación con la vía de transmisión de la información a nivel cerebral, a través del sistema funcional del ácido gamma- aminobutírico o sistema GABAérgico, que es observado conductualmente a través de déficits manifiestos en el ámbito de la comunicación, la interacción social y los comportamientos repetitivos y restrictivos, como así está recogido por la Clasificación Internacional de las Enfermedades: DSM-5 (Asociación Americana de Psiquiatría (APA), 2013). La tasa prevalente, según los Centros para el Control y la Prevención de Enfermedades, se sitúa alrededor de 1/44 personas nacidas, en una proporción de 4 hombres por 1.5 mujeres. Pues bien, con el fin de analizar si existen diferencias significativas en la adquisición de competencias cognoscitivas y el desarrollo de las habilidades complejas cognitivas en los estudiantes con TEA, el diseño de esta investigación se ha basado en la realización de 30 encuestas en centros educativos regulares (N= 30), en los cuales se escolarizan estudiantes con TEA. Los datos han sido analizados mediante la prueba comparativa no paramétrica U de Mann-Wihtney. Las conclusiones indican que los estudiantes con TEA, que han seguido un modelo basado en proyectos cooperativos, mejoran sensiblemente en el ámbito psico- social y educativo, en relación con sus pares que han continuado una enseñanza tradicional de tipo magistral. Palabras- clave: Trastorno del espectro autista, desarrollo curricular, cognición, análisis relacional. 

Abstract 

Conceptually, Autism Spectrum Disorder (ASD) is made up of a disability regarding to neurodevelopmental disorders, relationship with the transmission pathway of information at brain level, through the functional system of gamma-aminobutyric acid or GABAergic system, which is observed through manifest deficits in the field of communication, social interaction and restrictive behaviours, as it´s included in the International Classification of Diseases: DSM-5 (American Psychiatric Association (APA), 2013), whose prevalence, according Center for Disease Control and Prevention, around 1/44 persons born has been reported with a ratio of 4 males to 1.5 females. In this research, in seeking to observe whether there're significant differences regarding the acquisition of cognitive competences and the development of complex cognitive abilities in students with ASD, the research design based on 30 interviews in regular educational centres (N=30), where students with ASD are schooled. Data found tested using the non-parametric Mann-Wihtney U Test. Conclusions indicate that students with ASD, who have followed a cooperative project-based model, improve significantly in the psycho-social and educational domains, regarding to their peers who have received a traditional master class teaching. Keywords: Autism spectrum disorder, curriculum development, cognition, relational analysis. 

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Craig, F., Savino, R., & Trabacca, A. (2019). A systematic review of comorbidity between cerebral palsy, autism spectrum disorders and attention deficit hyperactivity disorder. European Journal of Paediatric Neurology23(1), 31–42. https://doi.org/10.1016/j.ejpn.2018.10.005

DeFelipe, J., Lopez-Cruz, P. L., Benavides-Piccione, R., Bielza, C., Larranaga, P., Anderson, S., … & Ascoli, G. A. (2013). New insights into the classification and nomenclature of cortical GABAergic interneurons. Nature Reviews Neuroscience14(3), 202–216. https://doi.org/10.1038/nrn3444

Hashemi, E., Ariza, J., Rogers, H., Noctor, S. C., & Martinez- Cerdeno, V. (2017). The number of parvalbumin-expressing interneurons is decreased in the prefrontal cortex in autism. Cerebral Cortex27(3), 1931–1943. https://doi.org/10.1093/cercor/bhw021

Hertrich, I., Dietrich, S., Blum, C., & Ackermann, H. (2021). The role of the dorsolateral prefrontal cortex for speech and language processing. Frontiers in Human Neuroscience15, Article 645209. https://doi.org/10.3389/fnhum.2021.645209

Hof, P. R., Glezer, I. I., Conde, F., Flagg, R. A., Rubin, M. B., Nimchinsky, E. A., ... & Vogt-Weisenhorn, D. M. (1999). Cellular distribution of the calcium-binding proteins parvalbumin, calbindin, and calretinin in the neocortex of mammals: Phylogenetic and developmental patterns. Journal of Chemical Neuroanatomy16(2), 77–116. https://doi.org/10.1016/s0891-0618(98)00065-9

Hommel, B., Chapman, C. S., Cisek, P., Neyedli, H. F., Song, J. H., & Welsh, T. N. (2019). No one knows what attention is. Attention Perception & Psychophysics81(7), 2288–2303. https://doi.org/10.3758/ s13414-019-01846-w.

Kilroy S, Egan J, Walsh M, Wals, M., & McManus, S. (2014). Staff perceptions of the quality of life of individuals with an intellectual disability who transition from a residential campus to community living in Ireland: an exploratory study. Journal of Intellectual and Developmental Disability 40(1), 68–77. https://www.researchgate.net/publication/273311330_Staff_perceptions_of_the_quality_of_life_of_individuals_with_an_intellectual_disability_who_transition_from_a_residential_campus_to_community_living_in_Ireland_An_exploratory_study

Lawrence, Y. A., Kemper, T. L., Bauman, M. L., & Blatt, G. J. (2010). Parvalbumin-, calbindin and calretinin-immunoreactive hippocampal interneuron density in autism. Acta Neurologica Scandinavica121(2), 99–108. https://doi.org/10.1111/j.1600-0404.2009.01234.x

Maenner, M. J., Shaw, K. A., Bakian, A. V., Bilder, D. A., Durkin, M. S., Esler, A., & Cogswell, M. E. (2021). Prevalence and characteristics of Autism Spectrum Disorder among children aged 8 years- autism and developmental disabilities monitoring network, 11 sites, United States, 2018. MMWR Surveillance Summaries70(11), 1. https://pubmed.ncbi.nlm.nih.gov/34855725/

Ojea, M., & Castro, L. (2024b). Neuronal Remodelling as a Predictor of Autism Spectrum Disorder Diagnosis. International Journal of Psychological Studies, 16(3), 74- 85. DOI:10.5539/ijps.v16n3p74https://www.ccsenet.org/journal/index.php/ijps/article/view/0/50560

Shaw, P., Stringaris, A., Nigg, J., & Leibenluft, E. (2014). Emotion dysregulation in attention deficit hyper­activity disorder. American Journal of Psychiatry171(3), 276–293. https://doi.org/10.1176/appi. ajp.2013.13070966.

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Zaitsev, A. V., Gonzalez-Burgos, G., Povysheva, N. V., Kroner, S., Lewis, D. A., & Krimer, L. S. (2005). Localization of calcium-binding proteins in physiologically and morphologically characterized interneurons of monkey dorsolateral prefrontal cortex. Cerebral Cortex15(8), 1178–1186. https://doi.org/10.1093/cercor/bhh218


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Tuesday, 28 October 2025

LIBRO: MI PEQUEÑO HÁMSTER Y YO. UNA HISTORIA PERSONAL FASCINANTE

 

MI PEQUEÑO HÁMSTER Y YO. UNA HISTORIA PERSONAL FASCINANTE



Aunque el manual va dirigido a todas las personas, que le guste la lectura, el libro constituye una narrativa, en relación con los acontecimientos, que vive Dani, un niño con autismo, su forma de percibir la información y actuar en el mundo, a partir de sus características peculiares. Para ello, el manual se halla estructurado en 32 Capítulos complementados con imágenes relacionadas, con el fin de facilitar la creación de nodos neurales en los niños con autismo y éstos puedan facilitar la comprensión semántica de su lectura.

 


 


 

 

ISBN: 979-13-7012-993-4

DEPÓSITO LEGAL: AL6280-2025

Ojea, M. (2025. Mi pequeño Hámster y Yo. Una historia personal fascinante. ISBN: 979-13-70-12-993-4. DEPÓSITO LEGAL: AL 6280-2025. Unión Europea: Ediciones LETRAME. www.LETRAME.com


NOTICIAS DE PRENSA SOBRE EL LIBRO:

https://actualidadsinfronteras.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://boricuadigital.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

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https://circulodeescritores.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://cronicaactual.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://culturamontevideo.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://diariocolombiano.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://escritoresdeelite.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://espejomexicano.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://horizontebogota.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://hoyenargentina.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://informenacional.es/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://letrasdeoro.es/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://letrasgalardonadas.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://manchadetinta.es/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://mundoactualidad.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://noticiasenred.es/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://prensacontinental.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://talentosinnovadores.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://vanguardiacultural.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://vozdelmomento.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://vozdemadrid.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://vozde.es/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

https://vozuniversal.com/mi-pequeno-hamster-y-yo-una-historia-personal-fascinante-manuel-ojea-rua-letrame-grupo-editorial/

Wednesday, 22 October 2025

EL DESARROLLO DE LA CONECTIVIDAD NEURONAL EN PERSONAS CON AUTISMO. BREVE INTRODUCCIÓN AL PROGRAMA DE DESARROLLO DE LOS PROCESOS COGNITIVOS SUPERIORES


Manuel Ojea Rúa

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La Región 22/19/2025, Xornal Escolar, p. 8



Friday, 29 August 2025

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:

Miguel Ángel Pinto: mapperu@outlook.com

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).

Localización oficial del Instituto de Investivación Científica en Autismo (G-44568509).

  Localización del Instituto de Investagaciones Científicas en Autismo, localizado en la Universidad de Vigo.