Diagnosis in children with autism spectrum disorders: their development in text comprehension
Keywords:
DeCS, diagnosis, intervention, protocol, text, autism spectrum disorderAbstract
Introduction: the early diagnosis is essential to respond to the processes of evaluation and intervention in children with autism spectrum disorders.
Objective: to propose a protocol of assessment based on the current criteria of Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association (DSM–5) that will guide medical specialists, pedagogues, family and teachers in training for the diagnosis and intervention process in autism spectrum disorders.Method: a pedagogical study where theoretical, empirical and statistical methods were used to compile, interpret and process information related to the subject matter.
Results: the need for an assessment protocol for the clinical and psycho-pedagogical assessment of children with autism spectrum disorders was established. It is a resource to support the early diagnosis and the quality in clinical and educational intervention from the earliest ages.
Conclusion: the study responds to a clinical and pedagogical approach. It is inserted in the current conception that deals with the improvement in the education of these students within a diversity of educational contexts, which contributes to the development of social inclusion of people with autism spectrum disorders.
Downloads
References
1. Asociación Americana de Psiquiatría. Manual estadístico y diagnóstico de trastornos mentales (DSM- III). 1980
2. Asociación Americana de Psiquiatría. Manual estadístico y diagnóstico de trastornos mentales (DSM- III-R). 1987
3. Clasificación Estadística Internacional de enfermedades y problemas relacionados con la salud. (CIE-10). Vol. I. Organización Panamericana de la Salud, 1995. p. 363.
4. Rabelo, V., Chkut, T., Escalona, E.: “La atención educativa integral a niños(as) con formas cualitativamente complejas de expresión de sus discapacidades”. Curso Pre-Congreso, La Habana, 2006.
5. Campos, I (2010) La educación familiar del niño con autismo infantil. Tesis en opción al título de Doctor en Ciencias Pedagógicas. Instituto Central de Ciencias Pedagógicas, La Habana.
6. Demósthene Sterling, Y (2010). Un programa educativo para la estimulación del desarrollo de la socialización en los niños con autismo en la primera infancia. Tesis en opción al título de Doctor en Ciencias Pedagógicas. Instituto Central de Ciencias Pedagógicas, La Habana.
7. Orosco Delgado, M. (2012) Concepción pedagógica para la atención educativa a escolares con autismo. Tesis doctoral no publicada. Instituto Central de Ciencias Pedagógicas. La Habana.
8. Ravelo, V. Informe de resultados sobre el estudio de prevalencia realizado en Ciudad de La Habana por el Instituto de Neurociencias de Cuba. Ministerio de Salud de Pública. La Habana, 2003.
9. Asociación Americana de Psiquiatría. (2013). Manual psiquiátrico y estadístico de los trastornos mentales (DSM-V) España: Editorial Mansso, s.a.
10. Yirmiya, N., Gamliel, I., Pilowsky, T., et al. (2006). The development of siblings of children with autism at 4 and 14 months: social engagement, communication, and cognition. Journal of Child Psychology and Psychiatry, and Allied Disciplines; 47, 511-523.
11. Baranek, G.T. (1999). Autism during infancy: A retrospective video analysis of sensory-motor and social behaviours at 9-12 months of age. Journal of Autism and Developmental Disorders, Vol.29, 213-224.
12. Palomo, R. (2011). Los síntomas de los trastornos del espectro de autismo en los primeros dos años de vida: Una revisión a partir de los estudios longitudinales prospectivos. Equipo IRIDIA, Soc. Coop. Mad.; Madrid, España.
13. Osterling, J., Dawson, G., Munson, J. (2002). Early recognition of 1-Year-Old infants with Autism Spectrum Disorder versus Mental Retardation. Development and Psychopathology; 14, 239-251.
14. Palomo, R., Belinchón, M., López, I. (2004). La investigación del autismo en los primeros dos años de vida (I): Indicadores Tempranos.
15. Saldaña, D. (2011). Desarrollo infantil y autismo: La búsqueda de marcadores tempranos. Revista Neuropsicológica, neuropsiquiatria y neurociencias, Vol.11, nº1,141-157.
16. Ozonoff, S., Macari, S., Young, G., et al. (2008). Atypical object exploration at 12 months of age is associated with autism in a prospective sample. Autism; 12, 457-472.
17. Zwaigenbaum, L., Bryson, S., Rogers, T., et al. (2005). Behavioral manifestations of autism in the first year of life. International Journal of Developmental Neurosciencie; 23, 143-152.
18. Sparrow, S., Balla, D., Cicchetti, D. (2005). Vineland- II: Adaptive behavior scales. Second edition. Minneapolis:NCS Pearson.
19. Wetherby, A., Prizant, B.M. (1993). CSBS: Communication and Symbolic Behavior Scales–normed edition. Brookes Publishing Company.
20. Rutter, M., LeCouteur, A., Lord, C. (2006). ADI-R: Entrevista para el Diagnóstico del Autismo, edición revisada. Madrid: TEA Ediciones.
21. Riviere Gómez, A. y Martos J. (1998). “Tratamiento y definición del espectro Autista: Relaciones Sociales y Comunicación”, en: “El tratamiento del Autismo”. Nuevas perspectivas, Ministerio de Trabajo y Asuntos Sociales, Secretaría General de Asuntos sociales, Instituto de Migraciones y Servicios Sociales (IMSERSO). Madrid, 1999.
22. Baron-Cohen, S. y Howlin, P (1993). The theory of mid deficid in autism; Some questions for teaching and disgnosos. En: Understanding other mids. Oxford: Oxford University Press.
Published
How to Cite
Issue
Section
License
Authors who have publications with this journal agree to the following terms: Authors will retain their copyrights and grant the journal the right of first publication of their work, which will be publication of their work, which will be simultaneously subject to the Creative Commons Attribution License (CC-BY-NC 4.0) that allows third parties to share the work as long as its author and first publication in this journal are indicated.
Authors may adopt other non-exclusive license agreements for distribution of the published version of the work (e.g.: deposit it in an institutional telematic archive or publish it in a volume). Likewise, and according to the recommendations of the Medical Sciences Editorial (ECIMED), authors must declare in each article their contribution according to the CRediT taxonomy (contributor roles). This taxonomy includes 14 roles, which can be used to represent the tasks typically performed by contributors in scientific academic production. It should be consulted in monograph) whenever initial publication in this journal is indicated. Authors are allowed and encouraged to disseminate their work through the Internet (e.g., in institutional telematic archives or on their web page) before and during the submission process, which may produce interesting exchanges and increase citations of the published work. (See The effect of open access). https://casrai.org/credit/
