INTERRELATION OF THE PSYCHOMOTOR SYSTEM AND THE COGNITIVE RELATIONAL PROCESS ON ACADEMIC PERFORMANCE IN PEOPLE WITH AUTISM SPECTRUM DISORDER

 

Interrelation of the Psychomotor System and the Cognitive Relational Process on Academic Performance in People with Autism Spectrum Disorder

1PhD Manuel Ojea Rúa,2Prof. Inmaculada Rodríguez Borrajo

DOI : https://doi.org/10.47191/ijmra/v6-i7-33

 https://ijmra.in/v6i7/33.php

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ABSTRACT:

Autism Spectrum Disorder (ASD) is a highly heterogeneous specific feature of neurodevelopment, whose general characteristics are defined by two basic dimensions: 1) deficits of communication and social interaction and 2) restrictive and stereotyped behaviours. Both dimensions are complemented by empirical evidence of the highly significant relationships of a predictive kind with the psychomotor functioning, which becomes most evident over development. Just, this research tries to answer to the following general goals: 1) examine the application of specific programs relating to development of basic psychomotor skills in students with several levels of ASD, age and sex, and 2) delimit the incidence of cognitive relationships between the concepts and learning categories. A total of 99 students have participated in this study, distributed according to ASD level, age and sex. Data have been analysed through the Univariate ANOVA Between-Subjects Effects Test. Results show that both the intersection of psychomotor and cognitive variables (critical sig: .00), as well variables separately (psychomotricity: .00, and relationship: .00), significantly affect to academic performance of students with ASD. Therefore, it can be concluded that relational cognitive components and psychomotor development are essential to facilitate the development of learning in people with ASD, whose R2 of explicative variance is significantly high: .913, being the adjusted R2 level: 86.3%. The influence of the fixed variables interactions: ASD level, age and sex have also been studied.

KEYWORDS:

Autism Spectrum Disorder. Psychomotricity. Perceptive- Cognitive- Nodal Relationship. Conceptual and Categories. Academic Performance.

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Psychometric Validation of the ASC-ASD Anxiety Scale in Children with Autism Spectrum Disorder

Psychometric Validation of the ASC-ASD Anxiety Scale inChildren with Autism Spectrum Disorder

Elsa M. Castañeda Mikrukova (PGDip) Autonomous University of Barcelona.

PhD. Manuel Ojea Rúa University of Vigo.

International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 6(5), 464- 474. 2023. www.ijlrhss.com

Summary: 

The knowledge, diagnosis and treatment of clinical anxiety in people considered within the autism spectrum is a challenge since most of the instruments are designed based on research variables for people outside the autism spectrum. A total of 91 parents of children between 6 and 18 years of age, diagnosed with ASD in Metropolitan Lima participated in this study. In this sense, the general objective of this study is the validation of the anxiety scale: ANXIETY SCALE FOR CHILDREN WITH ASD (ASC ASD-P) in relation to anxious behaviors in people with ASD. The results show a significant validity of the Scale content; however, there are discrepancies in the allocation of reagents to the corresponding dimensions. The Exploratory Factor Analysis and the Alpha Values of Anxiety present the following data: 1) Anxiety due to Uncertainty (McDonald’s: .86 and Cronbach's Alpha: .85); 2) Performance Anxiety (McDonald’s: .81 and Cronbach's Alpha: .81); 3) Anxious Arousal (0.86 McDonald’s: .86 and Cronbach's Alpha: .8). Separation anxiety is excluded from the analysis due to its low factor value. These data allow us to affirm that the scale to evaluate the presence of ASC-ASD clinical anxiety, parent version, has adequate psychometric properties for the predictive measurement of anxiety in people with Autism Spectrum Disorder (ASD). 

Keywords: Autism Spectrum Disorder, Clinical Anxiety, Anxiety Scale Validation.

References:

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[2]. Carmo, J. C., Duarte, E., Souza, C., Pinho, S., & Filipe, C. N. (2017). Brief Report: testing the impairment of initiation processes hypothesis in Autism Spectrum Disorder. J Autism Dev Disord, 47, 1256-1260. DOI 10.1007/s10803-017-3031-6 

[3]. Gara, S., Chhetri, A., Alrjoob, M., Abbasi, S., & Rutkofsky, I. (2020). The Sensory Abnormality and Neuropathology of Autism and Anxiety. Cureus, 12(5), e8071. DOI: 10.7759/cureus.8071 

[4]. Godfrey, K., Espenhahn, S., Stokoe, M., McMorris, C., Murias, K., McCrimmon A., … & Bray S. (2022). Autism interest intensity in early childhood associates with executive functioning but not reward sensitivity or anxiety symptoms. Autism, 26(7), 1723-1736. https://doi.org/10.1177/13623613211064372 

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[21]. Siegle, G. J., D´Andrea, W., Jones, N., Hallquist, M. N., Stepp, S. D., Fortunato, A., … & Pilkonis, P. A. (2015). Prolonged physiological reactivity and loss: Association of pupillary reactivity with negative thinking and feelings. International Journal of Psychophysiology, 98(2), 310-320. https://doi. org/10.1016/j.ijpsycho.2015.05.009 

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EFFECTIVENESS OF AN INTEGRATED GLOBAL SYSTEM PROGRAM TO IMPOROVE BEHAVIOURAL DEVELOPMENT IN PEOPLE WITH AUTISMO SPECTRUM DISORDER

EFFECTIVENESS OF AN INTEGRATED GLOBAL SYSTEM PROGRAM TO IMPROVE BEHAVIOURAL DEVELOPMENT IN PEOPLE WITH AUTISM SPECTRUM DISORDER

Manuel Ojea Rúa
Elsa M. Castañeda Mikrukova

RA Journal of Applied Research, 9(5), 292-300. May, 2023.

ABSTRACT

From the behavioural perspective, the specific diagnosis of people with Autism Spectrum Disorder (ASD), was categorized by the Diagnostic and Statistical Manual of Mental Disorders 5th of the DSM-V-TR of American Psychiatric Association (2013) and also the International Classification of Diseases, 11th. from World Health Organization (2018). Both classifications have indicated it specific behavioural construct associated with its diagnosis, defined by a whole of socio- behavioural deficits; however, it is need to have added that cognitive-perceptive symptomatic groups are the direct cause and consequence of the behavioural particularity in people with ASD. For this reason, in this study has raised like general aim to analyse the effectiveness of the application of an integrated cognitive-behavioural systemic program to improve behaviours in people with ASD. The research study has been designed a quasi-experimental analysis of three groups with two pre-test and posttest measures. The groups are made up by: 1) an experimental group of 4 students with ASD (n= 4), which the integrated global systemic program was applied, 2) a control group-1, composed of 4 students with ASD, who have followed an A-B behavioural program (Stimulus-Response), and 3) a third control group-2, also made up of 4 students with ASD, who have followed several usual behaviours of modification programs (N= 12). Results found from means of non-parametric Kruskal Wallis Test (K-W), have showed the effectiveness of global integrated program implemented to experimental group, which has founded highly significant critical differential indices, regarding other two control 1-2 groups. Likewise, the bivariate correlations between behavioural dimension and cognitive-perceptive factors of processing are calculated and shown. 

KEYWORDS: Autism Spectrum Disorder, Global Systemic Intervention, Cognitive- Behavioural Attention. 

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ATENCIÓN INTEGRAL BASADA EN MODELOS DE INTERVENCIÓN BASADOS EN LOS DATOS

 SE PRESENTA EL INSTITUTO SOCIAL DE INVESTIGACIONES CIENTÍFICAS, CON ATENCIÓN A NIÑOS Y NIÑAS CON TRASTORNOS DEL ESPECTRO AUTISTA Y OTRAS NECESIDADES ESPECÍFICAS:

La Voz de Galicia Ourense, 27-5-2023

"Ourense cuenta desde esta semana con un nuevo recurso de atención a personas con trastorno del espectro autista. El colectivo está impulsado desde el ISIC Tea, un instituto social de investigaciones científicas en el área del autismo que comenzó a funcionar el pasado mes de enero en Ourense bajo la batuta del profesor, psicólogo y psicopedagogo Manuel Ojea. Esa entidad sin ánimo de lucro nació para sumar esfuerzos y fomentar la cooperación de los investigadores que trabajan en ese campo. «Deuse a circunstancia de que había algunha nai dentro do instituto e plantexou por que non facíamos intervención con nenos afectados. Pareceunos boa idea», añade este catedrático que ha publicado más de unta treintena de libros y manuales sobre la materia.
Para ofrecer esa asistencia se crea la asociación, aunque su recorrido dependerá del respaldo que tenga la iniciativa y de las familias que se asocien. La idea es ofrecerles servicios de diagnóstico, intervención psicoeducativa, inserción laboral y actividades de ocio y tiempo libre. «Pensamos ofrecer o de diagnóstico porque realmente hai moi poucos sitios que o dean. Ata agora, que tamén o empezan a facer no CHUO, había que ir a Vigo ou A Coruña. A intervención psicosocial e educativa terá diferentes sesións semanais, dependendo das necesidades dos rapaces e en función dun programa chamado PEP, que é un método psicoeducativo funcional», aclara Manuel Ojea..."

LA "PESADILLA" DE UNA TERAPIA EQUIVOCADA EN PERSONAS CON AUTISMO

 ADAPTACIÓN DE TERAPIAS COGNITIVO- CONDUCTUALES EN PERSONAS CON TRASTORNO DEL ESPECTRO AUTISTA

LA REGIÓN, 10- 5- 2023

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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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.