Protocolo de acceso aos estudos universitarios dos estudantes con Trastorno do Espectro Autista: Novas perspectivas

REVISTA GALEGA DE EDUCACIÓN.NOVA ESCOLA GALEGA

Num. 85 (Abril 2023)O TEMA

Páxinas 24 - 25

ISSN: 1132-8932

Por Manuel Ojea

A investigación psico-social e educativa na área das Persoas con Trastorno do Espectro Autista (TEA) avanzou de forma significativa, na que se refutan empiricamente novos principios nucleares da conceptualización do trastorno e, en consecuencia, é preciso considerar os novos presupostos básicos baseados nos modos do procesamento perceptivo-cognitivo do fenotipo particular das persoas con TEA (Ojea, 2023).

COMPARATIVE DIFFERENTIAL STUDY OF COMORBID SYMPTOMATIC GROUPS ASSOCIATED WITH AUTISM SPECTRUM DISORDER DIAGNOSIS

Comparative differential study of comorbid symptomatic groups associated with Autism Spectrum Disorder diagnosis

Manuel Ojea Rúa, University of Vigo

Prof. Dr. Psycho- Pedagogy

(34) 630189639

PhD. Pyschology

Lydia Castro Núñez, University of Vigo

MEd Biology. Doctoral student. of University of Vigo.

Lourdes Rivas Otero, University of Vigo

(MEd Psyco-pedagogy. Doctoral student of University of Vigo)

Tania Justo Román, University of Vigo

MEd Music- therapy. Doctoral student of University of Vigo.

Abstract

Individuals with autism spectrum disorders (ASD) make up a diagnosis characterized by a multifunctional neurocognitive disorder, based on a limited structure to perform nodal-synaptic interrelationships between the contents of learning. Likewise, this disorder may be associated with a set of comorbid symptom groups, which, regarding their intensity, may border with ASD main diagnosis and lead to basic errors that affect subsequent social- educational treatment. This study analyses most recurrent associated comorbid groups, as well as, if the presence of symptomatic comorbid groups is differential regarding group shape: normotypical and ASD groups. A total of 390 children participated in this study, 128 belonged to normotypical group and 262 did it to experimental group, subdivided into three levels of ASD. Results found through multivariate- test indicate that the whole dimension significantly affects group way intersection, age and sex (sig: .00). The post-hoc test analysis indicates this influence was      differential regarding to the group type for the following dimensions: cognition, behaviour, psychoaffectivity, language and psychomotor disorder, while relative differences were not observed in specific- clinical dimension, where only epilepsy showed a differential result: no differences were found in general- clinic dimension.

Lay abstract

ASD´ diagnosis and treatment shows, to date, many weak points that need to be improved. Previous studies have shown how important is the psycho-educational component regarding ASD treatment, therefore it is necessary to understand the specific characteristics of the nuclear ASD diagnosis, in order to work out a specific therapy according to every single case. 

In the current study, we examined and analysed ASD patients as well as participants showing comorbid symptoms such as epilepsy, in order to show how these comorbidities can reach a very high level, leading to a confused and wrong ASD nuclear diagnosis. 

Therefore, it is essential to gain more insight into the specific diagnosis process, defining the ASD symptoms very precisely in order to develop more accurate and specific educational programs. 

This study contributes to the improvement in ASD diagnosis, providing a large number of participants in order to study the relation between several comorbid symptoms and its reliability as ASD indicative factors or not.

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Danielsson, S., Gillberg, I. C., Billstedt, E., Gillberg, C., & Olsson, I. (2005). Epilepsy in young adults with autism: A prospective population-based follow-up study of 120 individuals diagnosed in childhood. Epilepsia, 46(6), 918- 923. https://doi.org/10.1111/j.1528-1167.2005.57504.x

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Golan, O., Haruvi-Lamdan, N., Laor, N., & Horesh, D. (2021). The comorbidity between autism spectrum disorder and post-traumatic stress disorder is mediated by brooding rumination. Autism, 26(2) 538-544. DOI: 10.1177/13623613211035240

Hellquist, A., & Tammimies, K. (2021). Access, utilization, and awareness for clinical genetic testing in autism spectrum disorder in Sweden: A survey study. Autism, 26(7) 1795- 1804. DOI: 10.1177/13623613211066130

Holingue, C., Poku, O., Pfeiffer, D., Murray, S., & Fallin, D. (2021). Gastrointestinal concerns in children with autism spectrum disorder: A qualitative study of family experiences. Autism, 26(7) 1698- 1711. DOI: 10.1177/13623613211062667

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Kerns, C. M., Berkowitz, S. J., Moskowitz, L. J., Drahota, A., Lerner, M. D., & Newschaffer, C. J. (2020). Screening and treatment of trauma-related symptoms in youth with autism spectrum disorder among community providers in the United States. Autism, 24(2), 515- 525. https://doi. org/10.1177/1362361319847908

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INSTITUTO SOCIAL DE INVESTIGACIONES CIENTÍFICAS (TEA)

 INSITUTO SOCIAL DE INVESTIGACIONES CIENTÍFICAS EN EL ÁREA DE LAS PERSONAS CON TRASTORNO DEL ESPECTRO AUTISTA Y SUS DERIVADOS: ISIC-TEA

 Predictive hypotheses of the conceptual category of Autism Spectrum Disorder.

Manuel Ojea Rúa (PhD University of Vigo).

Tania Justo Román (Doctoral Student University of Vigo).

Elsa M. Castañeda Mikrukova (PgDipAutonomousUniversitat of Barcelona).

Alba Pereiras Martínez (PgDip University of Vigo).

Social Institute for Scientific Research (CIF: 44568509). Faculty of Education Sciences, University of Vigo (32004- Ourense). Manuel Ojea Rúa. ORCID-ID: https://orcid.org/my-orcid?orcid=0000-0002-9787-2520

Journal of Research in Humanities and Social Science

ISSN : 2321 - 9467 

Abstract 

People with Autism Spectrum Disorder (ASD) are characterized by presenting a neurodevelopmental disorder of fundamentally genetic etiology with consequences in the global cognitive process, affecting the psychoneurological processing of interrelational information processing as a systemic whole. For this reason, the International Classification DSM-5 (American Psychiatric Association (APA), 2013), which includes only behavioral criteria, is very reduced in the face of a disorder that affects the global developmental system, both in the perceptual-cognitive area, as well as in the motor area and other clinical components related to health. In this study, the following general objectives are set out: 1) to analyze the most important predictor variables that make up the explanatory hypotheses for the diagnosis of autism, 2) to analyze whether these predictor variables differ according to the type of ASD group, age and sex of the participants in the sample, and 3) to elaborate the implications of the predictive analysis for the application of adapted programs. A total of 262 children belonging to the three ASD groups (ASD-1: 124, ASD-2: 83, and ASD-3: 84) participated in this study, which have been distributed according to five age intervals and two groups according to the sex of the participants. The results found using linear stepwise regression analysis indicate that there are four predictor variables that accumulate to explain the hypotheses explaining the disorder: 1) SocialCommunication, which represents an explanatory R for autism of .477 (47.7%), R2: .228 (22.8%), adjusted: .225 (22.5%), 2) in the second phase of the model, the Cognition variable is incorporated, whose interaction explains an R: .520, R2: .270, adjusted: .265, 3) the third step is configured sum of the Visual-Motor variable, which justifies an R: .53, R2: .284, adjusted: .275, and 4) the fourth and last step is collected the Rigidity-Motor variable, with a total explanatory sum of R: .54, R2: 29.7% (adjusted: 28.6%).

 Lay abstract

 People with ASD are characterized by presenting a neurodevelopmental disorder of basically genetic etiology with consequences in the global cognitive process, which affects the psycho-neurological processing of interrelational information processing, influencing the global set of the neurocognitive system, both in the perceptual-cognitive, motor, and/or clinical level. This global systemic position requires the application of programs based on the development of processing modes, which can generate holistic development and reduce the cognitive consequences derived from the exposure to stimuli perceived as negative by people with ASD, as they would increase the types and levels of associated comorbidities. For this reason, programs have to design learning contexts that provide for positive responses, elaborated according to previously acquired competencies, which will progressively increase the level of difficulty according to the skills of elaboration of relationships between previous learning and new acquisitions. The subsequent presentation of a wide range of variety of learning contexts will facilitate the processes of generalization of the learned contents to new situations. 

Keywords: 

Autism Spectrum Disorder, Perception- Cognition, Semantic- Encoding, Visual- Motor, Behaviour.

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.

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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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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

 

OpenAire: https://explore.openaire.eu/search/publication?pid=10.5281%2Fzenodo.7433386

 

Linkedin:  https://www.linkedin.com/posts/ra-journal-of-applied-research-5a3889111_article-titlecognitive-perceptive-and-psychomotor-activity-7008445216252686336-N5MY?utm_source=share&utm_medium=member_desktop

 

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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