Mediacion entre iguales, competencia social y percepcion interpersonal de los ninos con TEA en el entorno escolar

Abstract

This mixed-methods study examined differences in social interaction patterns between a school-age boy with autism and his friends, non-reciprocal friends, and non-friends during recess time at a mainstream school (third grade of elementary school). With an idiographic, follow-up and multidimensional design approach, we used the polar coordinate analysis technique to analyze the associations between various interactive behaviors as a function of type of friendship relation. After 40 sessions, we found that the non-reciprocal friendship relations of the boy with autism could have significantly greater potential than his reciprocal friendships to increase active engagement and reduce the time he spent alone during recess.

La Comunicación Pragmática en TEA grado 1 asociado al Síndrome de Asperger en la segunda infancia

“…Janik Blaskova & Gibson (2021), en un intento de mostrar los vínculos entre el deterioro del lenguaje y las relaciones de alumnos TEA grado 1 con los compañeros, mostraron claras evidencias de la importancia que tiene tener en cuenta sus desafíos de comunicación para ayudar a construir un conocimiento más holístico de su mundo. Las habilidades del lenguaje y comunicación constituyen un aspecto esencial para el desarrollo humano, ya que como mencionaba Aristóteles somos seres sociales por naturaleza (Carmona & López, 2018) Estas afectaciones provocan mayores dificultades para que el alumnado diagnosticado de Asperger sea capaz de entablar conversaciones y establecer relaciones de amistad, aspecto que ha sido poco investigado en los estudios realizados (Rodríguez Medina, 2019). Bauminger et al, (2008), afirman que estas afectaciones no solo ocurren en el ámbito escolar, sino que se extrapola al ámbito social externo a la escuela.…”

“…Bauminger et al, (2008), afirman que estas afectaciones no solo ocurren en el ámbito escolar, sino que se extrapola al ámbito social externo a la escuela. Esto provoca que la frecuencia de contacto con sus iguales fuera de la escuela sea menor que la de los niños con desarrollo típico (Rodríguez Medina, 2019). Asimismo, dicho contacto se centra en su mayoría en actividades donde el contacto y las interacciones son escasas, tales como jugar a videojuegos por internet, ver la televisión, etc.…”

Analysis of Quality of Life of Autistic Students on the Canary Islands during the COVID-19 Pandemic and the Educational Response Offered

“…The school environment stands as one of the fundamental contexts for the development of relationships and the social inclusion of children with ASD [35]. In particular, the space and time of recess are presented as exceptional situations for the socio-affective, cognitive, and motor development of students with ASD, representing crucial moments for these children to interact with their peers, as emphasized by Rodriguez-Medina [36]. Dyches et al [37] allude that having the emotional support of a peer at home helps to cope with stress.…”

“…Children with ASD often face difficulties in social interaction and communication, which highlights the importance of having adequate support, as emphasized by Rodríguez-Medina [36]. Morán [39] conducted a study that assessed interpersonal relationships in children with ASD.…”

Hope Project: Development of Mobile Applications with Augmented Reality to Teach Dance to Children with ASD

“…Autism spectrum disorder, henceforth ASD, can be defined as a complex neurodevelopmental disorder [8]- [10], which is detected in the early years and lasts a lifetime [12]. The NICT, considering it as a facilitator of the decoding of information, is logical, concrete, located in a space, not the verbal language that is invisible, temporary and abstract , [17], [18. Thus, the research first proposes an intervention plan that uses NTIC that can be used by educators, psych pedagogues, therapists, parents who work daily with ASD children.…”