Intervenciones para promover la comunicación social en niños con trastornos del espectro autista

Fortea, Immaculada Baixauli; Miranda, Belén Roselló; Forner, Carmen Berenguer; Diago, Carla Colomer; Sevilla, María Dolores Grau

doi:10.33588/rn.64s01.2017013

Cited by 4 publications

(1 citation statement)

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“…images, personal photographs and pictographs, enabling the user to create personalized schedules and social histories (Hernández & Sosa, 2018). Thus it can be adjusted to the interests of the child, young person or adult with ASD, which is essential for motivating communicative interaction (Baixauli et al, 2017).…”

Section: Hanna Et Al (2021)mentioning

confidence: 99%

Technologies in the education of children and teenagers with autism: evaluation and classification of apps by work areas

2021

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Mobile apps represent a resource with great potential for encouraging the development of many skills, given the high number of apps available and the quick access to them. Many professionals and families include these resources in the education and therapy of children with autism. For a group with such particular needs, a review of the apps is great importance, since, due to their characteristics, the apps must provide content, design and pedagogical aspects that fit those needs. Through a previously validated system of indicators, 155 free apps on Google Play were evaluated, using “autism” in English and in Spanish. We determined which work area each app developed, as well as which were the most multifaceted. Having evaluated the recorded data, we calculated frequencies, percentages and reliability, as well as parametric contrast and correlation statistics. We found that the focus of most apps was on executive functions, language and entertainment, with a minority devoted to the emotional sphere or time management. However, 98.06% of the apps worked on several areas, which makes them more functional but with the downside of not being specialized. Most apps were placed in the “recommendable” level but with margin for improvement in increasing their functionality.

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Section: Hanna Et Al (2021)mentioning

confidence: 99%

Technologies in the education of children and teenagers with autism: evaluation and classification of apps by work areas

2021

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Improved socio-emotional skills in students with autism spectrum disorder (ASD) following an intervention supported by an augmented gamified environment

López-Bouzas,

del Moral-Pérez,

Castañeda-Fernández

2024

International Journal of Child-Computer Interaction

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Instrumento apoyado en aplicaciones digitales para diagnosticar la competencia comunicativa de alumnado con TEA: diseño y validación

López-Bouzas

Pérez

2022

IJTEI

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La competencia comunicativa se define a partir de las habilidades lingüísticas y socio-emocionales. Concretamente, existen escalas para diagnosticar el nivel de competencia comunicativa de las personas con TEA, pero no contemplan ambas dimensiones. Además, suelen recabar información de fuentes secundarias (familias y docentes), obviando la observación directa del alumnado, lo que ocasiona un sesgo en la evaluación competencial. Así, el presente estudio se centra en el diseño y validación del instrumento DiagnosticApp que permite diagnosticar de forma contextual la competencia comunicativa de este alumnado. Utiliza como soporte dos aplicaciones digitales -gratuitas, intuitivas y de acceso libre- que posibilitan una evaluación contextual, dinámica y flexible, ofreciendo la posibilidad de seleccionar o crear actividades personalizadas. El instrumento consta de 12 indicadores perfilados en 48 ítems -inferidos, entre otros, del DSM-5™- y agrupados en dos dimensiones de análisis: a) habilidades lingüísticas; y, b) socio-emocionales. Su validación se realizó con el método Delphi, recabando las opiniones de una muestra de expertos de diversos campos, contribuyendo a perfilar y robustecer el instrumento desde una visión poliédrica. Los resultados confirman la pertinencia, relevancia y claridad de los indicadores asociados a ambas dimensiones para la medición del nivel de competencia comunicativa en personas con TEA. Se concluye que DiagnosticApp es plenamente válido y adaptable a otros contextos por parte del profesorado, favoreciendo un diagnóstico contextual a partir de actividades en un entorno digital amigable y motivador en el marco de una educación inclusiva y de calidad.

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Intervenciones para promover la comunicación social en niños con trastornos del espectro autista

Cited by 4 publications

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Technologies in the education of children and teenagers with autism: evaluation and classification of apps by work areas

Technologies in the education of children and teenagers with autism: evaluation and classification of apps by work areas

Improved socio-emotional skills in students with autism spectrum disorder (ASD) following an intervention supported by an augmented gamified environment

Instrumento apoyado en aplicaciones digitales para diagnosticar la competencia comunicativa de alumnado con TEA: diseño y validación

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