Atención psicopedagógica para niños con trastornos de espectro autista
Barra lateral del artículo
Contenido principal del artículo
Resumen
Esta investigación tuvo como objetivo evaluar la calidad metodológica de los ensayos clínicos que incluyen participantes con autismo. Se realizó una revisión bibliográfica para identificar los enfoques, estrategias y resultados más relevantes en la atención psicopedagógica para niños con autismo. Se utilizó un enfoque interpretativo para analizar los datos cualitativos recopilados a través de entrevistas y observaciones, y se llevó a cabo un análisis inductivo para identificar temas y categorías emergentes. Los resultados se organizaron y analizaron temáticamente, identificando las áreas de mejora en la calidad metodológica de los ensayos clínicos, como la falta de uniformidad en la presentación de resultados adicionales y la falta de información sobre las fechas de reclutamiento y seguimiento de los participantes. A pesar de estas limitaciones, la revisión bibliográfica proporciona una visión general de la calidad metodológica de los ensayos clínicos en relación con la inclusión de participantes con autismo y puede ser útil para mejorar la calidad de la investigación en este campo. Se ofrecen recomendaciones para trabajos futuros y se destacan las implicaciones para la práctica clínica. En resumen, esta investigación destaca la importancia de garantizar la validez y fiabilidad de los resultados obtenidos en los ensayos clínicos que incluyen participantes con autismo.
Descargas
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
1. Derechos de autor
Las obras que se publican en 593 Digital Publisher CEIT están sujetas a los siguientes términos:
1.1. 593 Digital Publisher CEIT, conserva los derechos patrimoniales (copyright) de las obras publicadas, favorece y permite la reutilización de las mismas bajo la licencia Licencia Creative Commons 4.0 de Reconocimiento-NoComercial-CompartirIgual 4.0, por lo cual se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que:
1.1.a. Se cite la autoría y fuente original de su publicación (revista, editorial, URL).
1.1.b. No se usen para fines comerciales u onerosos.
1.1.c. Se mencione la existencia y especificaciones de esta licencia de uso.
Citas
Al Jaffal, M. (2022). Barriers general education teachers face regarding the inclusion of students with autism. Front Psychol, 13, 873248. https://doi.org/10.3389/fpsyg.2022.873248
Abu-Akel, A., Testa, R., Jones, H., Ross, N., Skafidas, E., Tonge, B., & Pantelis, C. (2018). Attentional set-shifting and social abilities in children with schizotypal and comorbid autism spectrum disorders. Australian and New Zealand Journal of Psychiatry, 52(1), 68-77. https://doi.org/https://doi.org/10.1177/0004867417708610
Alhosaini, K., Ansari , M., Nadeem, A., Attia, S., Bakheet , S., Ayadhi , L., Mahmood, H., Mazroua, H., & Ahmad, S. (2021). Dysregulation of Ki-67 Expression in T Cells of Children with Autism Spectrum Disorder. Children, 8(2), 116. https://doi.org/https://doi.org/10.3390/children8020116
Alnæs, D., Kaufmann, T., Doan, N., Córdova, A., Wang, Y., & Westlye, L. (2018). Association of heritable cognitive ability and psychopathology with white matter properties in children and adolescents. JAMA Psychiatry, 75(3), 287-295. https://doi.org/https://doi.org/10.1001/jamapsychiatry.2017.4277
Alves, A., Dourado , E., Alves, V., & Pinto, A. (2019). Psychopedagogy and its facilitating strategies in the learning process. Revista on line de Política e Gestão Educacional, 23(2), 479-493. https://doi.org/https://doi.org/10.22633/rpge.v23i2.12654
Astle, D., Holmes, J., Kievit, R., & Gathercole, S. (2021). Annual Research Review: The transdiagnostic revolution in neurodevelopmental disorders. Journal of Child Psychology and Psychiatry, 63(4), 397-417. https://doi.org/https://doi.org/10.1111/jcpp.13481
Astle, D., & Watson, F. (2020). Beyond the core-deficit hypothesis in developmental disorders. Current Directions in Psychological Science, 29(5), 431-437. https://doi.org/https://doi.org/10.1177/0963721420925518
Astle, D., Bathelt, J., & Holmes, J. (2019). Remapping the cognitive and neural profiles of children who struggle at school. . Developmental Science, 22(1). https://doi.org/https://doi.org/10.1111/desc.12747
Baraskewich, J., & McMorris, C. (2019). Internalizing mental health issues in individuals with neurodevelopmental disorders: Implications for practitioners. Current Developmental Disorders Reports, 6, 1-8. https://link.springer.com/article/10.1007/s40474-019-0154-9
Bathelt, J., Holmes, J., & Astle, D. (2018). Data-driven subtyping of executive function-related behavioral problems in children. Journal of the American Academy of Child and Adolescent Psychiatry, 57(4), 252-262. https://doi.org/https://doi.org/10.1016/j.jaac.2018.01.014
Bathelt, J., Scerif, G., Nobre, A., & Astle, D. (2019). Whole-brain white matter organization, intelligence, and educational attainment. Trends in neuroscience and education, 15(4), 38-47. https://doi.org/https://doi.org/10.1016/j.jaac.2018.01.014
Bearss, K., Burrell, T., Challa, S., Postorino, V., Gillespie, S., Crooks, C., & Scahill, L. (2018). easibility of parent training via telehealth for children with autism spectrum disorder and disruptive behavior: A demonstration pilot. Journal of Autism and Developmental Disorders, 48, 1020-1030. https://link.springer.com/article/10.1007/s10803-017-3363-2
Botle, S., Mahdi, S., Vries, P., & Robienson, J. (2019). The Gestalt of functioning in autism spectrum disorder: Results of the international conference to develop fnal consensus International Classifcation of Functioning,. Disability and Health core sets. Autism, 23(2), 449-467.
Braginets, E. (2018). Primenenie universal’nogo dizaina otsenivaniya dlya spravedlivogo testirovaniya detei s narusheniyami chteniya. Journal of Modern Foreign Psychology, 7(3), 28-37. https://doi.org/10.17759/jmfp.2018070303
Cairney, B., Wallace, A., Gerdts, J., TurneR, T., Eichler, E., & Bernier, R. (2018). Comorbid symptoms of inattention, autism, and executive cognition in youth with putative genetic risk. Journal of Child Psychology and Psychiatry, 59(3), 268-276. https://doi.org/https://doi.org/10.1111/jcpp.12815
Carli, E., Pasini, M., Pardossi, F., Capotosti, I., Narcizi, A., & Lardani, L. (2022). Oral Health Preventive Program in Patients with Autism Spectrum Disorder. Children, 9(4), 535. https://doi.org/https://doi.org/10.3390/children9040535
Cordova, K. (2022). The Need for Implementation Research for Community-based Interventions: Scientific Evidence Is Needed. Int J Community Based Nurs Midwifery., 10(3), 246-247. https://doi.org/10.30476/IJCBNM.2022.95868.2091
Craig, F., Crippa, A., Ruggiero, M., Rizzato, V., Russo, L., Fanizza, I., & Trabacca, A. (2021). Characterization of Autism Spectrum Disorder (ASD) subtypes based on the relationship between motor skills and social communication abilities. Human Movement Science, 77. https://doi.org/https://doi.org/10.1016/j.humov.2021.102802
Crane, L. (2018). Autism diagnosis in the United Kingdom: Perspectives of autistic adults, parents and professionals. Journal of Autism and Developmental Disorders, 48(11), 3761-3772. https://link.springer.com/article/10.1007/s10803-018-3639-1
Cuschieri, S. (2019). The CONSORT statement. Saudi J Anaesth, 13(1), S27–S30. https://doi.org/10.4103/sja.SJA_559_18
Davico, C., Marcotulli, D., Succi, E., Canavese, C., Bodea , A., Pellegrino, M., Cuffari, E., Cudia, V., Svevi, B., Amianto, F., Ricci, F., & Vitiello, B. (2023). Working with Children with Autism Undergoing Health-Care Assessments in a Day Hospital Setting: A Perspective from the Health-Care Professionals. Children, 10(3), 476. https://doi.org/https://doi.org/10.3390/children10030476
Davydova, E., & Sorokin, A. (2019). Assessment of Life Competencies in Elementary School Students. Psychological Science and Education, 24(6), 16-27. https://doi.org/10.17759/pse.2019240602.
Dawson, J., & Vries, P. (2020). A comparative feasibility study of two parent education and training programmes for autism spectrum disorder in a low-resource South African setting. Autism, 24(8), 2269-2284.
Dawson, J., Lee, D., & Vries, P. (2019). Scoping the evidence for EarlyBird and EarlyBird Plus, two United Kingdom-developed parent education programmes for autism spectrum disorder. Autism, 23(3), 542-555.
Eggleston, M., Thabrew, H., Frampton, C., Eggleston, K., & Hennig, S. (2019). Obtaining an autism spectrum disorder diagnosis and supports: New Zealand parents’ experiences. Research in Autism Spectrum Disorders, 62, 18-25. https://doi.org/https://doi.org/10.1016/j.rasd.2019.02.004
Elmose, M. (2019). Understanding loneliness and social relationships in autism: The reflections of autistic adults. Nordic Psychology , 72(1), 3-22. https://doi.org/https://doi.org/10.1080/19012276.2019.1625068
Galpin, j., Barratt, P., Ashcroft, E., Greathead, S., Kenny, L., & Pellicano, E. (2018). The dots just don’t join up” Understanding the support needs of families of children on the autism spectrum. Autism, 22(5), 571-584. https://doi.org/https://doi.org/10.1177/1362361316687989
Ghafar, M., Abdelraouf , O., Abdelgalil, A., Seyam, M., Radwan, R., & Bagalaty, A. (2022). Quantitative Assessment of Sensory Integration and Balance in Children with Autism Spectrum Disorders: Cross-Sectional Study. Children, 9(3), 353. https://doi.org/https://doi.org/10.3390/children9030353
Giangiacomo, E., Castellano, M., Aceti, F., Giacchetti, N., Martucci, M., Giovannone, F., Valente, D., Galeoto, G., Tofani, M., & Sogos, C. (2022). Early Neuro-Psychomotor Therapy Intervention for Theory of Mind and Emotion Recognition in Neurodevelopmental Disorders: A Pilot Study. Children, 9(8), 1142. https://doi.org/https://doi.org/10.3390/children9081142
Hashim, H. U., Yunus, M., & Norman, H. (2022). Autism Children and English Vocabulary Learning: A Qualitative Inquiry of the Challenges They Face in Their English Vocabulary Learning Journey. Children, 9(5), 628. https://doi.org/https://doi.org/10.3390/children9050628
Iadarola, S., Levato, L., Harrison, B., Smith, T., Lecavalier, L., Johnson, C., & Scahill, L. (2018). Teaching parents behavioral strategies for autism spectrum disorder (ASD): Effects on stress, strain, and competence. Journal of Autism and Developmental Disorders, 48, 1031-1040. https://link.springer.com/article/10.1007/s10803-017-3339-2
Jebrane, A., Paquet, A., Rousseau, M., Dutray, B., Wolgensinger, L., & Clément, C. (2018). Evaluation of a French parent-training program in young children with autism spectrum disorder. Psychologie Française,, 63(2), 181-199. https://doi.org/https://doi.org/10.1016/j.psfr.2016.12.004
Jones, L., Gold, E., Totsika, V., Hastings, R., Jones, M., Griffiths , A., & Silverton, S. (2018). A mindfulness parent well-being course: Evaluation of outcomes for parents of children with autism and related disabilities recruited through special schools. . European Journal of Special Needs Education, 33(1), 16-30. https://doi.org/https://doi.org/10.1080/08856257.2017.1297571
Kirkpatrick, B., & Leader, G. (2019). Efficacy of parent training incorporated in behavioral sleep interventions for children with autism spectrum disorder and/or intellectual disabilities: A systematic review. Sleep Medicine, 53, 141-152. https://doi.org/https://doi.org/10.1016/j.sleep.2018.08.034
Larraceleta, A., Castejón, L., García , M., & Nuñez, J. (2022). Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain. Children, 9(1), 83. https://doi.org/https://doi.org/10.3390/children9010083
Lavenne, N., Jallot, N., & Grandgeorge, M. (2021). Early Motor Skills in Children With Autism Spectrum Disorders Are Marked by Less Frequent Hand and Knees Crawling. SageJournals, 128(5). https://doi.org/https://doi.org/10.1177/00315125211037983
Lira, E., Cremallet, R., Puyuelo, M., Hernández, P., Gil, M., & Gil, A. (2022). The Influence of ASD Severity on Parental Overload: The Moderating Role of Parental Well-Being and the ASD Pragmatic Level. Children, 9(6), 769. https://doi.org/https://doi.org/10.3390/children9060769
López, L., Campaña, L., Torres, L., & Garcia, M. (2022). Scoping Review on Play-Based Interventions in Autism Spectrum Disorder. Children, 9(9), 1355. https://doi.org/https://doi.org/10.3390/children9091355
Lord, C., Brugha,, T., Charman, T., Cusack, J., Dumas, G., Frazier, T., Jones, E., Jones, R., Pickles, A., State, M., Lounds , J., & Veenstra, J. (2020). Autism spectrum disorder. Nature Reviews Disease Primers, 6(5). https://www.nature.com/articles/s41572-019-0138-4
Maseri, M., Mamat, M., Yew, H., & Chekima, A. (2021). The Implementation of Application Software to Improve Verbal Communication in Children with Autism Spectrum Disorder: A Review. Children, 8(11), 1001. https://doi.org/https://doi.org/10.3390/children8111001
McDougal, E., Riby, D., & Hanley, M. (2020). Teacher insights into the barriers and facilitators of learning in autism. Research in Autism Spectrum Disorders, 79, 101674. https://doi.org/https://doi.org/10.1016/j.rasd.2020.101674
Montagut-Asunción, M., Crespo, S., Pastor, G., & Gimenéz, A. (2022). Joint Attention and Its Relationship with Autism Risk Markers at 18 Months of Age. Children, 9(4), 556. https://doi.org/https://doi.org/10.3390/children9040556
Moore, A., Stapley, E., Hayes, D., Town, R., & Deighto, J. (2022). Barriers and Facilitators to Sustaining School-Based Mental Health and Wellbeing Interventions: A Systematic Review. Int J Environ Res Public Health, 19(6), 3587. https://doi.org/10.3390/ijerph19063587
Nair, B. (2019). Clinical Trial Designs. Indian Dermatol Online J., 10(2), 193–201. https://doi.org/10.4103/idoj.IDOJ_475_18
Narzisi, A., Alonso, Y., & Alcantud, F. (2023). Autism and Children: Diagnosis, Functional Profiles and Intervention. children, 10, 522. https://doi.org/https://doi.org/10.3390/children10030522
Narzisi, A., Alonso, Y., Masi , G., & Alcantud, F. (2022). Research-Based Intervention (RBI) for Autism Spectrum Disorder: Looking beyond Traditional Models and Outcome Measures for Clinical Trials. Children, 9(3), 430. https://doi.org/https://doi.org/10.3390/children9030430
Nevill, R., Stratis, S., & Lecavalier , L. (2018). Meta-analysis of parent-mediated interventions for young children with autism spectrum disorder. Autism, 22(2), 84-98. https://doi.org/https://doi.org/10.1177/1362361316677838
O’Farrell, P., Wilson, C., & Shiel, G. (2022). Teachers’ perceptions of the barriers to assessment of mental health in schools with implications for educational policy: A systematic review. British Journal of Educational Psychology(93), 262-282. https://doi.org/https://doi.org/10.1111/bjep.12553
Ojea, M., & Viera, A. (2018). Effects of an Integrated Psycho-Pedagogical and Social Program on Development of Behaviour Skills for Children with Autism Spectrum Disorder. Psychology and Bahavioral Science, 8(2). https://doi.org/https://www.researchgate.net/deref/http%3A%2F%2Fdx.doi.org%2F10.19080%2FPBSIJ.2018.08.555732
Ong, S. Y., Roslan , S., Ahmad, N., Fauzi , A., Chen, L., & Mohammed , S. (2021). Parents’ Experience in Children’s Friendship Training Programme for Their Children with Autism Spectrum Disorder: A Qualitative Inquiry. Children, 8(9), 763. https://doi.org/https://doi.org/10.3390/children8090763
Palmer, M., Cáceres, S., Tarver, J., Howlin, P., Slonims , V., Pellicano, E., & Charman, T. (2019). Feasibility study of the National Autistic Society EarlyBird parent support programme. Autism, 24, 147-159. https://doi.org/https://doi.org/10.1177/1362361319851422
Pereverzeva, D., Braginets, E., Tyushkevich, S., & Gorbachevskaya, N. (2020). Effective Academic Performance Assessment in Children with Autism Spectrum Disorders. Psychological Science and Education, 25(1), 16-25. https://doi.org/doi:10.17759/pse.2020250102
Posar, A., & Visconti , P. (2022). Early Motor Signs in Autism Spectrum Disorder. Children, 9(2), 294. https://doi.org/https://doi.org/10.3390/children9020294
ZakirovaEngstrand, R., Pettersson, L., Andersson, K., Larsson, H., Westling, M., & Hirvikoski, T. (2021). Group Psychoeducational Intervention for Grandparents of Young. Journal of Autism and Developmental Disorders , 1-17. https://doi.org/https://doi.org/10.1007/s10803-021-05189-0