ANÁLISIS DIFERENCIAL DE DIVERSOS TIPOS DE ENSEÑANZA- APRENDIZAJE PARA LA EDUCACIÓN DE LOS ESTUDIANTES CON AUTISMO

DIFFERENTIAL ANALYSIS OF FOUR TEACHING- LEARNING MODELS APPLYING TO STUDENTS WITH AUTISM SPECTRUM DISORDER

International Journal of Humanities and Social Science Invention (IJHSSI)

Por Manuel Ojea (2025)

Differential Analysis of Four Teaching-Learning Models Applying to Students with Autism Spectrum Disorder. International Journal of Humanities and Social Science Invention (IJHSSI), Volume 14 Issue 5 || May 2025 || PP. 164-171. ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714. www.ijhssi.org

https://www.ijhssi.org/vol14-issue5.html

https://www.ijhssi.org/papers/vol14(5)/1405164171.pdf

ABSTRACT

Conceptually, autism spectrum disorder is shaped a disability linked to neurodevelopmental developmental disorders, regarding to the information transmission through the functional system of gamma-aminobutyric acid or GABAergic system, which is observed throughout deficits in the communication area, social interaction and restrictive behaviours, as defined by the International Classification of Diseases (DSM-5) of the American Psychiatric Association (2013) (APA). This study analyzed the implementation of greater or lesser intensity in applying regarding four teaching-learning models will be able encourage the overall development of this diagnostic group. Results showed that educational models based on projects, through the higher intensity of cooperative learning among peers, combined with a partial support process, increased the cognitive and curricular development of this population, which, in fact, was observed in the critical levels of significance tested through Kruskal-Wallis Test analysis.

KEY WORDS: 

Autism Spectrum Disorder, Educational Models, Deductive and Relational Abilities, Mechanical and Meaningful Memory.

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REMODELACIÓN NEURONAL COMO FACTOR PREDICTIVO DEL TRASTORNO DEL ESPECTRO AUTISTA

 

Neuronal Remodelling as a Predictor of Autism Spectrum Disorder Diagnosis

VER ARTÍCULO COMPLETO

E-BOOK: ESTUDIO DE COMORBILIDADES EN RELACIÓN CON EL TEA

COMPARATIVE DIFFERENTIAL STUDY OF COMORBID SYMPTOMATIC GROUPS 

Manuel Ojea, Lydia Castro, Lourdes Rivas & Tania Justo (July, 2024). 

Wilmington, DE: Generis Publishing Ed. ISBN: 979-8-89248-450-3

BUY E-BOOK

 

I

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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VALIDACIÓN DE LA ESCALA ASC-ASD DE ANSIEDAD EN ESTUDIANTES CON TRASTORNO DEL ESPECTRO AUTISTA

ACCESO AL ARTÍCULO CIENTÍFICO

ANÁLISIS DISCRIMINANTE DE LA COMORBILIDAD ASOCIADA AL DIAGNÓSTICO DEL TRASTORNO DEL ESPECTRO AUTISTA

ACCEDER AL ARTÍCULO COMPLETO

INTEGRACIÓN COGNITIVA- CONDUCTUAL PARA MEJORAR EL COMPORTAMIENTO EN ESTUDIANTES CON AUTISMO

ACCEDER AL ARTÍCULO COMPLETO

ACTUALIZACIÓN DE LA HIPÓTESIS PREDICTIVA DE LA CATEGORÍA CONCEPTUAL DEL AUTISMO

ACCEDER AL ARTÍCULO COMPLETO

ANÁLISIS COMPARATIVO ENTRE EL DESARROLLO CONDUCTUAL Y EL DESARROLLO PSICOMOTOR EN ESTUDIANTES CON AUTISMO

Ojea, M., Soto, L., Castro, L., Lamas, L. B., & Fernández, L. (2022). Comparative Analysis of Cognitive-Motor Development In People With Autism Spectrum Disorder. IOSR Journal of Nursing and Health Science (IOSR-JNHS), 11(3- I), 58-64. e-ISSN: 2320–1959. ISSN: 2320–1940 

ACCEDER AL ARTÍCULO COMPLETO

PRESENTACIÓN DEL INSTITUTO- FAMILIA (LA VOZ DE GALICIA)

Presentación del INSTITUTO- FAMILIA

 

ACCEDER A LA INFORMACIÓN DEL DIARIO: LA VOZ DE GALICIA

TRÍPTICO EXPLICATIVO DE LO QUE HACEMOS EN EL INSTITUTO

 ASÓCIATE

Comparative differential study of comorbid symptomatic groups associated with Autism Spectrum

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

Ojea Rúa Manuel
Lydia Castro Núñez

Lourdes Rivas Otero

Tania Justo Román

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.

Keywords:

Autism Spectrum Disorder, Comorbidity, diagnosis, synapse- neural- nodes.

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Most read articles by the same author(s)

• Ojea Rúa Manuel, Integrated Scale for Diagnosis of Autism Spectrum Disorder (ISD-ASD) , International Journal for Innovation Education and Research: Vol. 10 No. 9 (2022): International Journal for Innovation Education and Research
• Ojea Rúa Manuel, Semantic Integration Scale to People Diagnosis with Autism Spectrum Disorder , International Journal for Innovation Education and Research: Vol. 8 No. 10 (2020): International Journal for Innovation Education and Research
• Ojea Rúa Manuel, Classification of the comorbid symptomatic groups on autism spectrum disorder diagnosis , International Journal for Innovation Education and Research: Vol. 9 No. 6 (2021): International Journal for Innovation Education and Research

Predictive hypotheses of the conceptual category ofAutism 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

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.

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