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
