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.
  
  

  FULL TEXT 
  
  VIDEO

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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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