DESARROLLO DEL APRENDIZAJE Y LA CONDUCTA EN PERSONAS CON AUTISMO

 MEJORAR EL EQUILIBRO SINÁPTICO EN PERSONAS CON AUTISMO

Manuel Ojea

La creación de nexos relacionales durante el aprendizaje constituye un elemento clave para favorecer el desarrollo de las personas con trastorno del espectro autista (TEA). En este sentido, el ácido glutámico como tal o en su forma ionizada, denominado L-glutamato (GLU) está involucrado en los aspectos funcionales de los procesos perceptivo- cognitivos y de la memoria; ya que se relaciona con la plasticidad sináptica de la transmisión de la información, especialmente, a través de su interacción con los receptores GABA. Pues bien, el desequilibrio derivado de un incremento del GLU y la reducción del meurotransmisor GABA durante el procesamiento de la información dificulta todavía más las conexiones sinápticas relacionales entre la información nueva percibida y su relación con los contenidos previos, lo cual hace que las personas con TEA vean todavía más limitadas sus capacidades para establecer relaciones significativas y comprensivas entre las conductas y los aprendizajes-objetivo. 

Por lo tanto, el incremento del neurotransmisor GLU se conforma como un aspecto esencial para mantener cierto equilibrio con el receptor GABA y, en consecuencia, mejorar el desarrollo global del ser humano. Para mejorar este equilibrio, además de los alimentos específicos que contienen monosodio, que pueden favorecer la producción del GLU, los programas psico- socioeducativos también pueden mejorar su equilibrio y la creación de redes o nodos neurales, a través del uso de programas sistémicos, en los cuales interviene el conjunto de los factores neurocerebrales que actúan durante el proceso de aprendizaje, lo cual, además, cuando, se acompaña del éxito en la tarea, genera el incremento de la motivación intrínseca, que potencia el desarrollo integral sistémico. 

En la Figura siguiente puede observarse gráficamente la cadena de participación del conjunto de los aspectos psicológicos del procesamiento de la información sobre un único contenido de aprendizaje, ya que, al hacerlo así, se favorece la elaboración de nodos sinápticos neuronales y, en conclusión, la mejora gradual del desarrollo conductual y del aprendizaje en las personas con TEA.

Figura: Sistemicidad transversal de los contenidos e aprendizaje.

 

PREPARAR CONTEXTOS DE APRENDIZAJE PARA MEJORAR LA CONDUCTA EN PERSONAS CON AUTISMO

 ¿CÓMO CREAR UN CONTEXTO PREVIO DE APRENDIZAJE EN PERSONAS CON TRASTORNO DEL ESPECTRO AUTISTA PARA MEJORAR LA CONDUCTA?

Manuel Ojea

Necesidad observada: Fer, un alumno con TEA que, cuando participaba en un trabajo de grupo en clase de Historia de 3º de ESO, se sintió perdido sobre las cuestiones de contenido que debía realizar dentro del grupo, tanto en relación con la parte conceptual que le correspondía, como con la forma de actuar con sus compañeros y compañeras de grupo, comenzó a moverse con inquietud que iba creciendo en intensidad, a murmurar en voz baja hacia sí mismo, finalmente, se levantaba y sentaba constantemente, que no son comportamientos estereotipados, hasta que el docente le reprendió por ello y le apartó del grupo temporalmente. El docente actúa en función del modelo de refuerzo A-B; en este artículo, por el contrario, se propone un cambio de conducta mediante el aprendizaje en contextos previamente preparados:

Contexto₁: Sobre el mismo trabajo anterior de la materia conceptual de Historia, se forma un grupo de trabajo, cuyas partes están previamente y altamente estructuradas en relación con lo que debe hacer cada estudiante dentro del grupo. Fer conoce perfectamente su parte conceptual, la cual ha sido asignada intencionalmente con el fin de que su parte trabajada sea correcta. Además, Fer tiene a su lado una compañera (alumna tutora), la cual le ayuda inmediatamente en caso que se pierda sobre la relación sobre el contexto a nivel de colaboración formal o estructural con su grupo. Cada estudiante realiza su parte en colaboración con el resto del grupo y el trabajo finaliza con éxito.

Contexto₂: El mismo proceso se repite en un nuevo contexto, referido a otra categoría conceptual de la misma asignatura o en relación a otra materia. Nuevamente todo está controlado para que el éxito de la tarea se convierta en un éxito para Fer. 

El proceso debe repetirse cuantas veces sea necesario, cuanto mayor sea la variedad de contextos, mejor se facilita su generalización.

El Refuerzo obtenido por el propio éxito percibido y vivido en la acción de ambos contextos_1,2 se convierte en el elemento reforzante intrínseco que fortalece la motivación activa sobre el aprendizaje y, en consecuencia, facilita la mejora de la conducta durante el transcurso del tiempo del trabajo en grupo, medida en función de los parámetros de las necesidades iniciales.

Ahora, ya es posible, volver al ensayo real en el contexto original:

Contexto inicial: se repite el proceso de trabajo en el grupo de estudiantes en la misma clase de Historia nuevamente y podrán observarse los cambios de actitud comportamental del alumno. No hace falta reforzar externamente la acción, el refuerzo vivencial y percibido del éxito es el elemento más eficaz de reforzamiento por genera el nexo entre la tarea y sus relaciones en el contexto de participación.

ALTERACIONES SEVERAS DE CONDUCTA EN EL TRASTORNO DEL ESPECTRO AUTISTA (TEA)

TEA: MODIFICACIÓN DE CONDUCTA ÚNICA A-B, UNA INTERVENCIÓN EQUIVOCADA

Manuel Ojea

En relación a las personas con TEA, deben diferenciarse claramente los comportamientos estereotipados y restringidos, los cuales pueden formar parte intrínseca de los criterios del diagnóstico del TEA (APA, 2013), de las alteraciones de conducta, en cuanto constituyen reacciones negativas o alteraciones comportamentales severas ante las exigencias del medio contextual.

En los supuestos de alteraciones conductuales ante el contexto, las intervenciones basadas en los procesos usuales de modificación de conducta A-B, en cualquiera de sus modalidades, no son eficaces, debido a que la relación acción- reacción, sencillamente, no es comprendida y cualquier ligero cambio posterior puede provocar la misma reacción negativa objetivo de la modificación anterior.

Esto es debido a que la causa fundamental de estas alteraciones en las personas con TEA se sitúa en la estrecha asociación existente entre el neurotransmisor L-glutamato con su opuesto, el neurotransmisor GABA, en cuya relación, el L- glutamato puede equilibrar o desequilibrar los efectos del GABA, cuyo desequilibrio afecta de manera importante a la interrelación entre las redes neuronales, que son las que facilitan las conexiones sinápticas entre la información y, por tanto, la significatividad y la coprensividad aportada a las situaciones.

Por este motivo, las intervenciones conductuales han de fundamentarse en la búsqueda de estos equilibrios funcionales, basados en aprendizajes relacionales comprensivos contextos- respuestas- consecuentes, que ayuden a mejorar dichas conductas. 

PRESENTACIÓN DEL LIBRO "DIAGNÓSTICO Y AUTISMO"

 PRESENTACIÓN DEL LIBRO: DIGNÓSTICO Y AUTISMO
EDITORIAL CLUB UNIVERSITARIO

LIBRERÍA TANCO DE OURENSE, 16/02/2023

PRESENTACIÓN DEL INSTITUTO SOCIAL DE INVESTIGACIONES CIENTÍFICAS

 PRESENTACIÓN DEL ISIC- TEA/ TCS EN OURENSE

VER VÍDEO COMPLETO DE LA PRESENTACIÓN

WEB DEL INSTITUTO SOCIAL TEA-TCS

 WEB INSTITUTO SOCIAL DE INVESTIGACIONES CIENTÍFICAS- TEA-TCS

Creado por Selene Andrea Rego Ramos

INCIDENCE OF COGNITIVE PROCESSING DIMENSION FOR THE DIAGNOSTIC RELIABILITY OF LEVEL-1 AUTISM SPECTRUM DISORDER

INTERNATIONAL JOURNAL FOR INNOVATION, EDUCATION AND RESEARCH

Por Manuel Ojea (2023), 11(2), 75-85. 

https://scholarsjournal.net/index.php/ijier/article/view/4085/2812

Abstract: 

       Diagnostic processes of Autism Spectrum Disorder (ASD) just based over the observation of target- behaviors, regarding to interaction and social communication (social) and restrictive behavior (behavior), seem be most effective for level 2-3 ASD specific diagnosis; however, level 1 ASD diagnosis may be many errors, since the scores sum are within limits corresponding the other specific personality or social communication disorders (American Psychiatric Association (APA), 2013). For this reason, it´s needs complement the analysis of variables that make up the perceptual- cognitive dimension of information processing to specify the diagnosis validity and avoid initial errors that can create important prejudices along educational processes. This study delimits the differential analysis of 3 dimensions on total of 38 participants with level 1 ASD. Indeed, results indicate that, although the constant of diagnostic predictive analysis found through the linear regression analysis shows significant data for diagnosis synthesis, it´s owing to critical influence of cognitive processing dimension: .00, while other 2 dimensions analyzed individually show non-significant influence, being critical significant level for social dimension: .12 and behavior dimension: .35. Therefore, it´s need design diagnostic scales that include the basic principles of perceptual-cognitive processing functioning to avoid errors in autism diagnosis. 

Keywords:

             Autism Spectrum Disorder, Interaction and Communication Social, Behavior, Encoding, Information Processing, Perceptive- Cognitive.

References:

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Ben-Sasson, A., Gal, E., Fluss, R., Katz-Zetler, N., & Cermak, S. A. (2019). Update of a meta-analysis of sensory symptoms in ASD: A new decade of research. Journal of Autism and Developmental Disorders, 49(12), 4974-4996. DOI: 10.1007/s10803-019-04180-0

Ben-Sasson, A., Gal, E., Fluss, R., Katz-Zetler, N., & Cermak, S. A. (2019). Update of a meta-analysis of sensory symptoms in ASD: A new decade of research. Journal of Autism and Developmental Disorders, 49(12), 4974-4996. DOI: 10.1007/s10803-019-04180-0 

Bijlenga, D., Tjon-Ka-Jie, J. Y. M., Schuijers, F., & Kooij, J. J. S. (2017). Atypical sensory profiles as core features of adult ADHD, irrespective of autistic symptoms. European Psychiatry, 43, 51-57. DOI: 10.1016/j.eurpsy.2017.02.481 

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PRESENTACIÓN DEL LIBRO "DIAGNÓSTICO EN TEA"

PRESENTACIÓN DEL IBRO: DIAGNÓSTICO EN PERSONAS CON TRASTORNO DEL ESPECTRO AUTISTA.

 

PRESENTACIÓN DEL INSTITUTO SOCIAL DE INVESTIGACIONES CIENTÍFICAS RELACIONADO CON EL ÁREA DE LOS TEA- TCS Y DERIVADOS.

ORIENTACIÓN E INSERCIÓN LABORAL EN PERSONAS CON AUTISMO

 "DE QUÉ SE FALA": DIARIO LA REGIÓN, 11-1-2023

ORIENTACIÓN LABORAL E INSERCIÓN LABORAL EN PERSOAS CON AUTISMO: EXEMPLO BASADO  NO PBD

VER BREVE ARTÍCULO ON LINE

https://www.laregion.es/articulo/xornal-escolar/orientacion-insercion-laboral-autismo/202301101353381188988.html

DETERMINATION OF LEVEL AUTISM SPECTRUM DISORDER DIAGNOSIS

 

Journal of Research in Environmental and Earth Sciences

ISSN : 2348 - 2532

Determination of Level Autism Spectrum Disorder Diagnosis, 9(1), 17-25. 2023

PhD. Manuel OjeaRúa

ABSTRACT

Basic characteristic of Autism Spectrum Disorder (ASD) are the particularities of information processing owing to limitations over development of neural nodes between informational stimulus, while objectifiablebehaviors are resultant observable secondary consequences that people with ASD can present in greater or lesser rank and even not present it. For this reason, it´s necessary adjust the diagnostic scales to psychological principles of perceptual-cognitive processing for reduce diagnostic errors possibles of behavior test, especially when it corresponding to level-1 ASD. This research aims determine the specific level of ASD according the integrated principles, both behavior and belonging to cognitive processing. A total of 124 kids with ASD have participated. Analysis was found relating 6 dimensions, which are made up by 24 variables, relating to ASD level variable. Data found through the lineal regression analysis show that interactional and perceptual-cognitive dimensions are greatly predicitvefor the specific ASD level diagnosis. In synthesis, psychometric statistics summative means conclusive with the diagnosis to ASD level in percentiles are following: 5.77-7.88 belong to ASD level-1, between 7.88-9.01 to ASD level-2 and a score ≥ 9.02 would correspond to ASD level 3. 

KEY WORDS 

Autism Spectrum Disorder, Diagnosis, ASD Level Scale, Development and Perceptive- Cognitive.

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[37]. Bagnato SJ, Neisworth SJ, Salvia J, Hunbt, FM. Temperament and Atypical Behavior Scale (TABS). Assessment Tool Early Childhood Indicators of Developmental Dysfunction. 1999. Baltimore: Brookes. https://products.brookespublishing.com/Temperament-and-Atypical-Behavior-Scale-TABS-Assessment-ToolP526.aspx#:~:text=Temperament%20and%20Atypical,of%20Developmental%20Dysfunction 

[38]. Ojea M. Integrated Scale for Diagnosis of Autism Spectrum Disorder (ISD-ASD). International Journal for Innovation, Education and Research. 2022; 10(9): 202274. 

[39]. Ojea M, Tellado F. Semantic Integration Evaluation Scale (SIS) for children with Autism Spectrum Disorder. Open Access Journal of Addiction and Psychology. 2018; 1(3): 1- 6. https://irispublishers.com/oajap/article-inpress.php?fbclid=IwAR0o8CzRwqkkc_JuV_GWl6j49L1rqup84YRTlZoYJo5qJYk_O1VBYpoCoKM

ANÁLISIS DIFERENCIAL ENTRE LA POBLACIÓN NORMOTÍPICA Y PERSONAS CON AUTISMO EN RELACIÓN CON LA COMORBILIDAD SINTOMÁTICA ASOCIADA

 INVESTIGACIÓN PSICO- EDUCATIVA SOBRE TEA EN PROCESO

Para seguir avanzando en el conocimiento del Trastorno del Espectro Autista y con el objetivo de realizar un análisis difererencial en relación con la sintomatología asociada entre personas normotípicas y personas con diagnóstico nuclear de TEA, desde el Instituto de Investigaciones Científicas sobre TEA, solicitamos la colaboración de todas aquellas personas que tengan hijos/as, con o sin TEA, así como a aquellos docentes o educadores/as que atienden a personas con TEA, con e debido permiso, puedan cubrir la siguiente encuesta, la cual es completamente anónima y confidencial.

Lydia Castro. Doctoranda Uvigo.

Lourdes Rivas. Doctoranda Uvigo.

Tania Justo. Doctoranda Uvigo.

Manuel Ojea.

...

MUCHAS GRACIAS.

ACCEDER AL CUESTIONARIO

 COGNITIVE-PERCEPTIVE AND PSYCHOMOTOR RELATIONSHIPS IN STUDENTS WITH AUTISM SPECTRUM DISORDER

PhD. Manuel Ojea Rúa 

DOI: 10.1177/1362361319885215

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Zenodo Link: https://zenodo.org/record/7433386#.Y5iSyn1Byhc

 

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ABSTRACT

This article analyzes the relationship between symptomatic groups that make up the diagnosis of people with Autistic Spectrum Disorder (ASD) and the motor structure themselves to design a global intervention program facilitating integrated psychosocial development.

A total of 28 participants with ASD participated in this experimental study. Correlation analysis observed to three variables- dimensions: diagnostic, cognition and psychomotor variables show significant data regarding interactions between to three dimensions statistically calculated. So variables of diagnostic dimension correlate with cognitive variables (r= .896) and with psychomotor dimension (r= 682). Likewise, cognitive dimension correlate significantly with motor dimension (r= .766). Finally, it´s designed an integral systemic psychoeducational program to facilitate global development of people with ASD.

KEYWORDS

Psychomotor skills, cognitive- perceptive, social communication, autism spectrum disorder.

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TRASTORNO DEL ESPECTRO AUTISTA: MANUAL DE DIAGNÓSTICO

 TRASTORNO DEL ESPECTRO AUTISTA: MANUAL DE DIAGNÓSTICO (ISBN: 978-84-125192-4-2) (D.LEGAL: A567-2022)

AUTISM SPECTRUM DISORDER: DIAGNOSTIC HANDBOOK

EDITORIAL CLUB UNIVERSITARIO (ALICANTE, 2022)

TNO: 965676133 
MAIL: editorial@ecu.fm

ADQUIRIR EL LIBRO

LA VOZ DE GALICIA 22/11/2022 (por María Doallo)

 

ESCALA TID- TEA PARA EL DIAGNÓSTICO DEL AUTISMO

Ojea (2022)

PRESENTACIÓN DE LA ESCALA TID- TEA DE DIAGNÓSTICO DEL AUTISMO

 ESCALA TID-TEA PARA EL DIAGNÓSTICO DEL TRASTORNO DEL ESPECTRO AUTISTA

El instrumento ha sido presentado ayer, 19 de octubre de 2022, en la Sala da Grados de la Universidad de Vigo (Campus de Ourense) con la presencia del profesor Antonio González y al autor de la Escala Manuel Ojea.

Fotos 19/10/2022.

SCALE FOR DIAGNOSIS OF AUTISM SPECTRUM DISORDER (ISD-ASD)

 

Integrated Scale for Diagnosis of Autism Spectrum Disorder (ISD-ASD).

International Journal for Innovation, Education and Research, 10(9), 202-274.

Manuel Ojea Rúa

SEE FULL ARTICLE

Abstract

These theoretical-experimental antecedents, this study attempts advance iver research line regarding build an integrated analysis scale that facilitates ASD´ specific diagnosis, based on disorder criteria, from evolu-tive-behavioral items and perceptual-cognitive criteria integrated into single diagnostic scale, whose main aims are following: 1) facilitate the statistical probability for ASD specific diagnosis, and 2) specify the empir-ical probability to ASD´level according to DSM-5 Intl classification.

Integrated Experimental Scale (ISD-ASD) made up of six dimensions which integrate development evolutive, behavior, social and communication abilities with variables regarding psycho- neurological perceptual-cog-nitive information processing: developing, communication, interaction, behavior, attention and cognition.

A total of 124 participants of three ASD levels, belonging nine age intervals (y-o) and sex/gender way have been analyzed to experimentally justify the Scale. Results increasingly show the effectiveness of the diagnosis of ASD. Thus, total mean of six dimensions of this study found between 5.77- 7.88 belong to ASD level-1, between 7.88- 9.01 to ASD level-2 level and a score ≥ 9.02 would correspond to ASD level -3.

Keywords: 

Autism Spectrum Disorder, Diagnosis, Evaluation, Specific Scale, Autism Test.

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