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

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:

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

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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

VER ARTÍCULO COMPLETO


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).

Friday, 15 August 2025

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

 
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.


Wednesday, 28 May 2025

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.


Saturday, 22 March 2025

BEHAVIOURAL IMPROVEMENT OF PEOPLE WITH AUTISM SPECTRUM DISORDER

 


 Behavioural Improvement of People with Autism Spectrum Disorder

Language, Literature and Education: Research Updates Vol. 2, 20 March 2025 , Page 117-136
https://doi.org/10.9734/bpi/lleru/v2/4016


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




Wednesday, 29 January 2025

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 EscolarLa Región, 29-01-2025).


NEXOS PSICONEUROLÓGICOS PARA EL APRENDIZAJE EN PERSONAS CON TEA


Thursday, 31 October 2024

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

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.


REFERENCES

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9. Dufour, B. D., McBride, E., Bartley, T., Juarez, P., & Martínez–Cerdeño, V. (2023). Distinct patterns of GABAergic interneuron pathology in autism are associated with intellectual impairment and stereotypic behaviors. Autism, 27(6) 1730–1745. DOI: 10.1177/13623613231154053. journals.sagepub.com/home/aut 

10. Falcone, C., Mevises, N. Y., Hong, T., Dufour, B., Chen, X., Noctor, S. C., & Martinez–Cerdeno, V. (2021). Neuronal and glial cell number is altered in a cortical layer-specific manner in autism. Autism, 25(8), 2238–2253. https://doi.org/10.1177/13623613211014408 

11. Hadjikhani, N., Zürcher, N. R., Rogier, O., Ruest, T., Hippolyte, L., .... & Lemonnier, E. (2015). Improving emotional face perception in autism with diuretic bumetanide: A proof-of-concept behavioral and functional brain imaging pilot study. Autism, 19(2) 149–157. DOI: 10.1177/1362361313514141 

12. Hashemi, E., Ariza, J., Rogers, H., Noctor, S. C., & Martinez–Cerdeno, V. (2017). The number of parvalbuminexpressing interneurons is decreased in the prefrontal cortex in autism. Cerebral Cortex, 27(3), 1931–1943. https://doi.org/10.1093/cercor/bhw021 

13. Hollocks, M. J., Lord, C., Charman, T., Gillian, B., Pickles. A., & Simonoff, E. (2022). Exploring the impact of adolescent cognitive inflexibility on emotional and behavioural problems experienced by autistic adults. Autism, 26(5) 1229–1241. https://doi.org/10.1177/13623613211046160 

14. Hutsler, J. J., & Zhang, H. (2010). Increased dendritic spine densities on cortical projection neurons in autism spectrum disorders. Brain Research, 1309, 83–94. https://doi.org/10.1016/j.brainres.2009.09.120 

15. Kang, J. Q., & Barnes, G. (2013). A Common Susceptibility Factor of Both Autism and Epilepsy: Functional Deficiency of GABA [subscript A] Receptors. Journal of Autism and Developmental Disorders, 43(1), 68–79. http://www.springerlink.com.acceso.uvigo.gal 

16. Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., ... & Churchill, S. (2012). The comorbidity burden of children and young adults with autism spectrum disorders. PLOS ONE, 7(4), Article e33224. https://doi.org/10.1371/journal.pone.0033224 

17. Lawrence, Y. A., Kemper, T. L., Bauman, M. L., & Blatt, G. J. (2010). Parvalbumin- calbindin-, and calretininimmunoreactive hippocampal interneuron density in autism. Acta Neurologica Scandinavica, 121(2), 99–108. https://doi.org/10.1111/j.1600-0404.2009.01234.x 

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Tuesday, 22 October 2024

ESCALA PERCEPTIVO-COGNITIVA DE DIAGNÓSTICO DEL TRASTORNO DEL ESPECTRO AUTISTA-REVISADA (EPPC-TEA-R)

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.

OBTENER LA ESCALA



Wednesday, 9 October 2024

BOOK CHAPTER 2024

Comparative Study of Three Psycho-Socio- Educational Intervention Models to Facilitate the Comprehensive Development of Students with Autism Spectrum Disorder (https://stm.bookpi.org/DHRNI-V7/article/view/15916). In Ahmed Kamal Dyab, Disease and Health Research: New Insights Vol. 7, 9 (pp. 138-159). BP International. 

https://doi.org/10.9734/bpi/dhrni/v7/2440
ISBN 978-93-48119-82-7 (Print)
ISBN 978-93-48119-84-1 (eBook)
DOI: https://doi.org/10.9734/bpi/dhrni/v7


Por Manuel Ojea Rúa



Abstract

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.

Keywords: 
  • Autism spectrum disorders
  •  
  • educational counselling
  •  
  • social mediation
  •  
  • psychoeducational intervention.

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

NUEVA TESIS DOCTORAL: GENÉTICA Y AUTISMO

Hoy, 06/02/2026, se ha presentado en la Facultad de Trabajo y Educación Soal de la Escuela Internacional del Doctorado EIDO de la Univeridad...