Intervención en contexto natural en Trastorno del Espectro Autista
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2021-04-06
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[ES]El Trastorno del Espectro Autista se encuentra incluido en el DSM-V en la categoría diagnóstica de Trastornos del
Neurodesarrollo. Presenta un origen neurobiológico afectando principalmente a tres áreas del desarrollo cognitiva,
lingüística y social. Las dificultades que conlleva este trastorno limitan a la persona con TEA dificultando que se
desenvuelvan de manera adaptativa. Por tanto las personas con TEA requieren intervención para fomentar un correcto
desarrollo de sus habilidades. En ese sentido la intervención en contexto natural se ha propuesto como parte indispensable
del tratamiento, independientemente del enfoque teórico en el que este se base, resultando su inclusión de gran utilidad,
puesto que diversos estudios sitúan los contextos naturales como la clave del éxito ya que favorecen la transmisión de
aprendizajes y su generalización. En el presente estudio se ha analizado cómo influye el tratamiento en contexto natural,
concretamente en el contexto escolar con su grupo de iguales y basado en el juego, sobre la aceptación, el rechazo o la
indiferencia hacia el niño con TEA, manifestados por parte de su grupo de iguales y si esta intervención mejoraba las
habilidades de juego. Tras el análisis de los datos obtenidos se ha encontrado que la intervención en contexto natural
incrementa la aceptación y disminuye el rechazo por parte de su grupo de iguales, así como mejora las habilidades de
juego en niños con TEA.
[EN]Autism Spectrum Disorder is included in the DSM-V in the diagnostic category of Neurodevelopmental Disorders. It present a neurobiological origin affecting three areas of cognitive, linguistic and social development. The difficulties caused by this disorder limit the person whit ASD, making it difficult to develop in an adaptive way. Therefore people with ASD will require intervention to promote the correct development of their abilities. In this sense, the intervention in the natural context has been proposed as an indispensable part of the treatment, independently of the theoretical approach on which it is based, and its inclusion is very useful, since several studies place the natural contexts as the key to which favor the transmission of learning and its generalization. The present study has analyzed how the treatment influences the natural context, specifically in the school context with its group of peers and based on the game, on the acceptance, rejection or indifference to the child with ASD, manifested by its peer group and whether this Intervention improved the game abilities. After the analysis of the data obtained it has been found that the intervention in natural context increases the acceptance and decreases the rejection on the part of its peer group, as well as improves play abilities in children with ASD.
[EN]Autism Spectrum Disorder is included in the DSM-V in the diagnostic category of Neurodevelopmental Disorders. It present a neurobiological origin affecting three areas of cognitive, linguistic and social development. The difficulties caused by this disorder limit the person whit ASD, making it difficult to develop in an adaptive way. Therefore people with ASD will require intervention to promote the correct development of their abilities. In this sense, the intervention in the natural context has been proposed as an indispensable part of the treatment, independently of the theoretical approach on which it is based, and its inclusion is very useful, since several studies place the natural contexts as the key to which favor the transmission of learning and its generalization. The present study has analyzed how the treatment influences the natural context, specifically in the school context with its group of peers and based on the game, on the acceptance, rejection or indifference to the child with ASD, manifested by its peer group and whether this Intervention improved the game abilities. After the analysis of the data obtained it has been found that the intervention in natural context increases the acceptance and decreases the rejection on the part of its peer group, as well as improves play abilities in children with ASD.