http://hdl.handle.net/10366/4623 2026-05-07T10:55:30Z 2026-05-07T10:55:30Z Instituto de Integración en la Comunidad http://hdl.handle.net/10366/171039 2026-04-18T00:01:36Z 2025-10-01T00:00:00Z

[ES] Boletín de noticias del INICO que difunde noticias y temas de actualidad del Instituto de Integración en la Comunidad.; [EN] Bulletin of news of the INICO that spreads news and today's news of the Institute of Integration in the Community.

2025-10-01T00:00:00Z Instituto de Integración en la Comunidad http://hdl.handle.net/10366/171038 2026-04-18T00:01:26Z 2025-03-01T00:00:00Z

[ES] Boletín de noticias del INICO que difunde noticias y temas de actualidad del Instituto de Integración en la Comunidad.; [EN] Bulletin of news of the INICO that spreads news and today's news of the Institute of Integration in the Community.

2025-03-01T00:00:00Z Instituto de Integración en la Comunidad http://hdl.handle.net/10366/171037 2026-04-18T00:01:34Z 2024-10-01T00:00:00Z

[ES] Boletín de noticias del INICO que difunde noticias y temas de actualidad del Instituto de Integración en la Comunidad.; [EN] Bulletin of news of the INICO that spreads news and today's news of the Institute of Integration in the Community.

2024-10-01T00:00:00Z Instituto de Integración en la Comunidad http://hdl.handle.net/10366/171036 2026-04-18T00:01:39Z 2024-03-01T00:00:00Z

[ES] Boletín de noticias del INICO que difunde noticias y temas de actualidad del Instituto de Integración en la Comunidad.; [EN] Bulletin of news of the INICO that spreads news and today's news of the Institute of Integration in the Community.

2024-03-01T00:00:00Z Sánchez Gómez, Victoria Carolina http://hdl.handle.net/10366/170462 2026-03-15T04:11:35Z 2025-01-01T00:00:00Z

[ES] La Convención de las Naciones Unidas sobre los Derechos de las Personas con Discapacidad (CNUDPD) (Naciones Unidas, 2006) establece que todos los Estados Parte deben garantizar un sistema de educación inclusiva que permita no solo el acceso, sino también la participación, el aprendizaje y el desarrollo de los estudiantes con discapacidad al máximo posible de su potencial. En este contexto, promover el desarrollo de habilidades que son clave para una participación activa en la sociedad por parte de los estudiantes con discapacidad es un elemento clave desde de un enfoque de justicia social. Esto es particularmente relevante en el caso de los niños con discapacidad intelectual, ya que frecuentemente presentan obstáculos para una participación efectiva, debidas sus limitaciones en el funcionamiento intelectual y adaptativo. Esta tesis se centra en dos grandes habilidades —estrechamente relacionadas—, que son esenciales para los niños con discapacidad intelectual: la lectura y las habilidades narrativas orales, con un mayor énfasis en las últimas. La lectura y las habilidades narrativas orales son competencias esenciales para una participación más autónoma en el mundo así como para una comprensión más profunda de éste, ayudando a los niños a relacionarse con otros y comunicarse eficazmente (Allor et al., 2010; Alnahdi, 2015; Blom & Boerma, 2016; Cleave et al., 2012; Fonseca et al., 2019; Joseph et al., 2023; Medina, 2006; Smorti, 2020). En cuanto al rol que juegan estas habilidades en el ámbito educativo, tanto la lectura como las habilidades narrativas orales han mostrado ser competencias esenciales para una mayor participación en el aula escolar y un mayor éxito académico, permitiendo un mayor acceso y comprensión del currículo y una mayor interacción con sus pares (Allor et al., 2010; Cleave et al., 2012; Fonseca et al., 2019; Joseph et al., 2023; Ratz & Lenhard, 2013; Segal & Pesco, 2015). A su vez, las habilidades narrativas orales han mostrado predecir el desempeño en la lectura, la comprensión lectora, y la capacidad de participar en el aprendizaje de la lengua y la literatura (Barton-Hulsey et al., 2017; Chapman, 2006; Hessling & Brimo, 2019; Segal & Pesco, 2015). De esta manera, tanto la lectura como las habilidades narrativas orales son competencias clave desde un enfoque de derechos alineado con la CNUDPD (Naciones Unidas, 2006), contribuyendo a la participación y el máximo desarrollo posible de los estudiantes con discapacidad intelectual. Asimismo, ambas habilidades son cruciales desde un enfoque de calidad de vida (Schalock & Verdugo, 2002), pues fomentan diversos dominios clave de una buena vida, como el desarrollo personal, las relaciones interpersonales o la inclusión social. Por ello, los esfuerzos en promover el aprendizaje de la lectura así como el desarrollo de las habilidades narrativas orales se posicionan como metas cruciales para promover la inclusión educativa y social, y para promover la participación y desarrollo de los estudiantes con discapacidad intelectual al máximo de su potencial desde un enfoque integral, alineado con el modelo de calidad de vida individual de Schalock y Verdugo (2002) y la CNUDPD (Naciones Unidas, 2006). Además de la relevancia ya mencionada de estas competencias para el desarrollo de los niños con discapacidad intelectual, la investigación de estas habilidades en esta población comparte otra característica: una marcada concentración de investigación en el medio anglosajón o europeo, y una marcada falta de estudios en el contexto de América Latina. El interés de este trabajo se centró en mayor medida en Chile, dado que, junto con ser un país latinoamericano y por tanto, dotado de relevancia al ser un ámbito poco estudiado en la literatura, es uno de los países con tasas más altas de nacimientos de personas con síndrome de Down (Nazer & Cifuentes, 2014; Ojeda & Moreno, 2005), condición que se sitúa como la principal causa genética de discapacidad intelectual en el mundo (Cossio-Bolaños et al., 2021). Lo anterior posiciona a la población de niños chilenos con discapacidad intelectual, y en particular aquellos con Síndrome de Down, como una población de especial interés. En este contexto, esta tesis articula cinco estudios centrados en población de niños con discapacidad intelectual. Tres de ellos, de carácter empírico, se han enfocado en estudiantes chilenos con discapacidad intelectual, dos de los cuales se han enfocado específicamente en niños con Síndrome de Down. Cada uno de los trabajos se alinea con un objetivo de la tesis, detallados en la Sección A, Capítulo 3. El primer estudio—titulado “Reading lessons planning with students with intellectual and developmental disabilities in mind: Needs-based assessment proposal” —se alinea con el Objetivo 1 de esta tesis y sus derivados objetivos específicos (Ver Sección A, Capítulo 3, apartado 3.1). Este estudio, de carácter empírico y transversal, se enfocó en las necesidades que presentan niños chilenos con discapacidad intelectual para poder aprender y participar en las clases de lectura en el aula general, junto con sus pares sin discapacidad. En dicho estudio se exploraron dichas necesidades de los estudiantes según la valoración de sus profesores, a partir de un instrumento ad hoc desarrollado en concordancia con los principios del Diseño Universal para el Aprendizaje. Los resultados de este estudio subrayaron las dificultades asociadas a la comprensión de textos, orales o escritos. Dado que gran parte de los materiales usados en el aprendizaje de la lectura en la escuela corresponden al género narrativo, este trabajo situó el interés de los siguientes estudios incluidos en esta tesis en la comprensión de historias. El segundo estudio —titulado “How to assess oral narrative skills in children and adolescents with intellectual disabilities: a systematic review”— es a una revisión sistemática centrada en la identificación y análisis de las herramientas para la evaluación de las habilidades narrativas de niños con discapacidad intelectual en la literatura científica. Este estudio se alineó con el Objetivo 2 de la presente tesis y sus respectivos objetivos específicos (Ver Sección A, Capítulo 3, apartado 3.2). Este trabajo fue clave para identificar aspectos metodológicos necesarios para conducir el tercer y quinto estudio. El tercer estudio —titulado “Exploring oral narrative abilities of Chilean school-age children with Down syndrome” —, responde al Objetivo 3 y sus derivados objetivos específicos (Ver Sección A, Capítulo 3, apartado 3.3). Este estudio, de carácter empírico y transversal, es el primer estudio en Chile sobre habilidades narrativas de niños con discapacidad intelectual, y en particular con Síndrome de Down. Para este trabajo fueron claves los insumos del segundo estudio, dado que permitió tomar decisiones sobre el diseño metodológico, la elección de herramientas pertinentes y las formas de análisis. Al centrarse en Síndrome de Down, este trabajo, así como los dos siguientes, requirió la revisión y discusión de literatura que considerase la especificidad sindrómica y perfil lingüístico que se ha reportado en cuanto a las habilidades narrativas de los niños con Síndrome de Down. El cuarto estudio—titulado “Habilidades narrativas orales de niños y adolescentes con Síndrome de Down: la macroestructura como una fortaleza relativa” —responde al Objetivo 4 y sus objetivos específicos (Ver Sección A, Capítulo 3, apartado 3.4). Este artículo de revisión ahonda en el concepto de la macroestructura como una fortaleza relativa en la población de niños y adolescentes con Síndrome de Down a partir de los principales argumentos y evidencias reportadas en la literatura reciente en diversos contextos culturales y lingüísticos, poniendo en relación aquello encontrado en el tercer estudio. El quinto y último estudio, alineado con el Objetivo 5 (Ver Sección A, Capítulo 3) y titulado “Macrostructural narrative development in Chilean children with Down syndrome: An interventional cross-case study”, consiste en un estudio de caso en el cual se describe un estudio longitudinal de tres momentos en el cual se analizó, a nivel intrasujeto, el desarrollo de las habilidades narrativas de un grupo de niños chilenos con Síndrome de Down en un período de 6 meses (sin intervención narrativa) y luego de una breve intervención de 3-4 semanas de duración. La fundamentación teórica, antecedentes y la justificación de esta tesis se desarrollan en detalle en la Sección A, Capítulo 1 y Capitulo 2. Las características particulares, así como los resultados y conclusiones de cada uno de los estudios, se sintetizan en la Sección B, Capítulo 4, y se presentan en detalle en la Sección C, entre el Capítulo 5 y Capítulo 9, y en la Sección D, Capítulo 10 y Capítulo 11; [EN] The style adopted in this Doctoral Thesis is based on the guidelines of the seventh edition of the American Psychological Association (APA) style manual, although certain allowances were made concerning text alignment and the formatting of headings and subheadings, as well as the use of boldface within the body of the text to consistently reference the different studies comprising the compendium. The citation and reference format has been maintained in English throughout the manuscript, including the sections written in Spanish, thereby using “&” instead of “y.” In accordance with the recommendations of the Royal Spanish Academy, in the sections of this thesis written in Spanish, the generic masculine is employed without any sexist intention. Throughout the manuscript, the masculine plural has been used to refer to groups composed of both genders, in order to avoid redundancy and lengthy formulations when repeatedly referring to both separately (e.g., “niños y niñas,” “profesores y profesoras”). The Regulations of the University of Salamanca establish the following requirements for the submission of a doctoral thesis by compendium of articles: (i) a section in Spanish reflecting the coherence and direct relation among the articles/publications included; (ii) a complete copy of the original publications comprising the doctoral thesis; and (iii) in the event that the articles comprising the thesis are written in a language other than Spanish, a summary in Spanish must be included for each one, specifying objectives, methodology, results, and conclusions. To comply with said regulations, the thesis is structured into five main sections (A, B, C, D, E), subdivided into 14 chapters. To also meet the requirements of the International Mention, both Spanish and English are used. The following are presented in both languages: Doctoral thesis modality, Style and organization, Presentation, and Discussion and conclusions. Section A is presented only in Spanish. In contrast, the publications included in Section C are written in English, but a summary in Spanish of each one can be found in Section B. Section A corresponds to the Introduction and encompasses three chapters. Chapter 1 presents the theoretical framework, addressing conceptual delimitations and reference models relevant to the study. Chapter 2 provides the justification, including the background that supports the need for the studies collected in the thesis. Chapter 3 outlines the objectives, detailing both the general and specific objectives guiding the studies included in the compendium. Section B contains only Chapter 4, which provides a summary in Spanish of each study included in the thesis. Section C consists of the articles included in the compendium. This section comprises five chapters—Chapter 5, Chapter 6, Chapter 7, Chapter 8, and Chapter 9. Each chapter in this section corresponds to an article in the thesis compendium. To ensure that Section C is entirely in English, the fourth study, although originally published in Spanish, has been translated into English for inclusion in this compendium. The articles comprising the compendium have been included without content modifications relative to the published versions. However, in all cases, formatting adjustments have been made to align them with the manuscript rather than the specific style of each journal. Specifically, tables have been renumbered to follow a consistent sequence throughout the compendium, citations not in APA format have been edited, and references have been removed to form part of the chapter included in Section E. Additionally, minor corrections have been made when typographical errors were identified in the English of the published version. Section D consists of Chapter 10 and Chapter 11, which present the general discussion and conclusions of the thesis in Spanish (Chapter 10) and in English (Chapter 11). Although each of the studies in Section C includes its own discussion and conclusion section, this part of the thesis discusses the most relevant aspects across the different studies, as well as their strengths, limitations, and main conclusions. Section E includes three chapters: Chapter 12, Chapter 13, and Chapter 14. Chapter 12 contains the references of the entire manuscript, including those from the publications in the compendium. A single reference list has been chosen to facilitate reading and avoid overlapping. Chapter 13 presents a glossary of acronyms frequently used throughout the manuscript, to facilitate consultation. Finally, Chapter 14 contains the Appendices, which include supplementary material from the publications, consent and assent documents, as well as documents detailing methodological aspects of the studies.

2025-01-01T00:00:00Z Fuentes, Joaquin Basurko, Ane Isasa, Irma Galende, Isabel Muguerza, María Dolores García-Primo, Patricia García, Jesús Fernández-Álvarez, Clara J. Canal-Bedia, Ricardo Posada de la Paz, Manuel http://hdl.handle.net/10366/169339 2026-01-28T01:00:51Z 2020-01-01T00:00:00Z

[EN] The prevalence of autism spectrum disorders (ASD) was studied in children in the County of Gipuzkoa (Basque Country, Spain) as part of the European Union’s Autism Spectrum Disorder in Europe project (ASDEU–https://asdeu.eu). To iden-tify cases in a total community sample of 7- to 9-year-old pupils (N = 14,734), a multistage approach was adopted: in the first stage, a teacher nomination (TN) form was completed by school teachers; and in the second stage, all families with a child nominated by their teachers were invited to complete the Social Communication Questionnaire (SCQ). A total of 108 (59%) schools participated fully, yielding a final sample of 9177 of 14.734 (61.9%) pupils. A total of 212 (2.3%) children were nominated via the TN form, and of these, 105 (49.5%) returned the completed SCQ. Twenty-five (23.8%) cases with SCQ scores ≥ 15 were invited to undergo a free clinical assessment, and 10 (40%) new cases of ASD were identified. The prevalence estimate included the 55 cases already being supported by the Gipuzkoa’s only ASD association, the Gipuzkoa Autism Society (Asociación Guipuzcoana de Autismo/GAUTENA)), as well as the 10 new subjects identified by the ASDEU field diagnostic process. A sensitivity analysis was performed to estimate new potential ASD cases among the non-participant schools, leading to a final figure of 87 cases of ASD in this age-bracket at the date of the study. This global probabilistic estimate, including non-participating schools, would thus provide a population prevalence of 0.59% (95% CI 0.48–0.73), a result lower than those reported by some other studies. Attrition rates in cross-sectional studies are challenging and support the need for developing longitudinal ASD incidence surveillance study areas (ASD observatories)

2020-01-01T00:00:00Z Paniagua Martín, Diego Calvo Álvarez, María Isabel González Santamaría, Virginia http://hdl.handle.net/10366/168947 2026-01-20T01:02:11Z 2022-09-23T00:00:00Z

[ES]Diferentes estudios en el ámbito de la comprensión lectora señalan que el vocabulario oral de una lengua, definido por dos variables, amplitud y profundidad, es uno de los factores que más contribuye a esta destreza en lectores típicos; siendo la profundidad, relacionada con la extensión de las representaciones semánticas subyacentes a los conceptos, más influyente que la amplitud, referida a la cantidad de palabras que una persona es capaz de reconocer. Estudios previos muestran las dificultades que el alumnado con sordera presenta en la realización de asociaciones entre palabras, en el establecimiento de relaciones entre significados o en el uso de sinónimos; todas ellas derivadas, principalmente, del déficit lingüístico primario que presentan. El objetivo de este estudio ha sido doble: por un lado, analizar los resultados de aquellas investigaciones que evalúan el rol del vocabulario profundo en la comprensión lectora del alumnado con sordera y, por otro lado, argumentar qué influencia tiene dicha profundidad en esta destreza. Se realizó una búsqueda bibliográfica en las principales bases de datos (2010 – 2021). En la búsqueda inicial se identificaron 373 artículos y, una vez aplicados los criterios de inclusión, 8 fueron los que cumplieron con los objetivos previamente definidos. Los resultados mostraron que el reconocimiento del vocabulario profundo en las investigaciones relacionadas con el desarrollo lector del alumnado con sordera podría desembocar en una mejor comprensión de su papel en las habilidades implicadas en dicho proceso. Por ello, es necesario ahondar teóricamente en su tratamiento y en sus implicaciones para la práctica educativa con estudiantes con sordera.

2022-09-23T00:00:00Z Mendez, Maria A. Oakley, Bethany Canitano, Roberto Tinelli, Michela Knapp, Martin Cusack, James Parellada, Mara Violland, Pierre Derk Plas, Jan R. Murphy, Declan G.M. Quoidbach, Vinciane Arango, Celso San Jose Cáceres, Antonia Canal Bedia, Ricardo Bejarano Martín, Álvaro arango http://hdl.handle.net/10366/168819 2026-03-16T09:25:56Z 2023-09-11T00:00:00Z

[EN] Background. Autism is a lifelong complex neurodevelopmental condition that affects brain development and behaviour with significant consequences for everyday life. Despite its personal, familial, and societal impact, Europe-wide harmonised guidelines are still lacking for early detection, diagnosis, and intervention, leading to an overall unsatisfactory autistic person and carer journey. Methods. The care pathway for autistic children and adolescents was analysed in Italy, Spain and the UK from the perspective of carers (using a survey aimed at caregivers of autistic children 0–18 years old), the autistic community, and professionals in order to identify major barriers (treatment gaps) preventing carers from receiving information, support, and timely screening/ diagnosis and intervention. Results. Across all three countries, analysis of the current care pathway showed: long waits from the time carers raised their first concerns about a child’s development and/or behaviour until screening and confirmed diagnosis; delayed or no access to intervention once a diagnosis was confirmed; limited information about autism and how to access early detection services; and deficient support for families throughout the journey. Conclusions. These findings call for policy harmonisation in Europe to shorten long wait times for diagnosis and intervention and therefore, improve autistic people and their families’ journey experience and quality of life.

2023-09-11T00:00:00Z Canu, Daniela Van der Paelt, Sara Canal Bedia, Ricardo Posada, Manuel Vanvuchelen, Marleen Roeyers, Herbert http://hdl.handle.net/10366/168774 2026-01-15T01:01:59Z 2020-02-22T00:00:00Z

[EN]We aimed at identifying early non-social behavioural indicators that predict later ASD. Likewise, we were interested in the moment in which non-social signs discriminate between children at elevated likelihood for ASD with a later diagnosis of ASD, and children at elevated likelihood for ASD with a typical developmental outcome. In addition, we intended to explore the developmental evolution of children’s symptomatology over time. A systematic literature search was conducted for longitudinal studies on early non-social behavioural indicators among siblings at elevated likelihood for ASD. The following databases were searched: PUBMED, Web of Science, PsycINFO, CINAHL and EMBASE. The study identification process was conducted by two reviewers independently. Compared to siblings at elevated likelihood for ASD with a typical developmental outcome, siblings at elevated likelihood for ASD with later ASD show impairments in attention disengagement, in gross and fine motor development and characteristic restricted and repetitive interests and behaviours, starting at 12 months of age. Moreover, early attention disengagement exerts a predictive role towards a later ASD diagnosis, given that from 12 months siblings at elevated likelihood for ASD who will receive an independent ASD diagnosis towards 24–36 months present marked difficulties in disengaging in comparison with siblings at elevated likelihood for ASD that will not satisfy the criteria for an ASD diagnosis. The findings call for a more comprehensive vision on early indicators of ASD. Further research is needed to extend results to other behavioural domains.

2020-02-22T00:00:00Z Guillon, Quentin Baduel, S Bejarano Martín, Álvaro Canal Bedia, Ricardo Magán Maganto, María Carmen Fernández-Álvarez, Clara J. Martín Cilleros, María Victoria Sánchez Gómez, María Cruz García Primo, Patricia Rose Sweeney, Mary Boilson, Andrew Linertová, Renata Roeyers, Herbert Van der Paelt, Sara Schendel, Diana Warberg, Christine Kloster Cramer, Susanne Narzisi, Antonio Muratori, Filippo Scattoni, María Luisa Moilanen, Irma Yliherva, Anneli Saemundsen, Evald Jónsdóttir, Sigrídur Lóa Efrim-Budisteanu, Magdalena Arghir, A Papuc, Sorina Mihaela Vicente, Astrid Rasga, Célia Xenia Kafka, Johanna Poustka, Luise Kothgassner, Oswald D. Kawa, Rafal Pisula, E Sellers, Tracey Posada de la Paz, Manuel Rogé, Bernadette http://hdl.handle.net/10366/168771 2026-01-15T01:01:24Z 2022-11-02T00:00:00Z

[EN]Satisfaction with the detection process of autism and its determinants was investigated using data from the Autism Spectrum Disorder in the European Union (2015–2018) network. A total of 1342 family members, including 1278 parents, completed an online survey collecting information about their experience and satisfaction with the early detection of autism in their child. Overall, the level of satisfaction varied considerably from one respondent to another. Difficulty in finding information about detection services, lack of professional guidance and support in response to first concerns, finding a diagnostic service on one’s own, and a delay of more than 4 months between the confirmation of concerns and the first appointment with a specialist were all experiences individually associated with greater odds of being less satisfied. Using a dominance analysis approach, we further identified professional guidance and support in response to first concerns as the most important predictor of the level of satisfaction. These findings highlight the aspects of the process that need to be improved to enhance the experience of the detection process and are therefore relevant to guide health administrations toward actions to be implemented to this effect.

2022-11-02T00:00:00Z Bejarano Martín, Álvaro Canal Bedia, Ricardo Magán Maganto, María Carmen Fernández-Álvarez, Clara J. Loa Jónsdóttir, Sigríður Saemundsen, Evald Vicente, Astrid Café, Catia Rasga, Célia García Primo, Patricia Posada, Manuel http://hdl.handle.net/10366/168768 2026-03-16T09:32:49Z 2020-02-04T00:00:00Z

[EN]Focused intervention practices (FIPs) are widely used to improve social communication skills, as they are specifically aimed at enhancing skills identified as being problematic in children with autism spectrum disorder ASD, such as imitation, eye contact, gestures, joint attention and play. This meta-analysis was performed to ascertain the overall effectiveness of FIPs in children with ASD 6 years of age and younger. Five electronic searches were conducted, 1828 references were retrieved, and 43 studies 59 outcome measures were included in the meta-analysis. Studies included 785 participants 41.6 months with ASD. The overall socio-communicative effect size for each specific skill imitation, joint attention, and play was calculated using the Hedges’ g (g) for group design studies, and the Nonoverlap of All Pairs (NAP) for single case design studies. Random-effects metaregression models and correlations were also used to assess whether the results were different according to population and intervention characteristics. The impact of possible publication bias was analysed. The results suggest that, whereas FIPs have medium to large positive effects (g = 0.51; NAP = 0.86), those where caregivers or teachers play an active role (g= 0.50; NAP = 0.89) have medium effect sizes. All social and communicative skills outcomes of FIPs have medium effect sizes (Imitation: g = 0.42, NAP = 0.90; Joint attention: g = 0.54, NAP = 0.86; Play: g = 0.47, NAP = 0.81). Effect sizes were greater when participants’ preintervention ages were lower and treatment dosage was higher. When it comes to achieving substantial improvements, factors to be highlighted are the role of caregivers and adaptation of the programme to the characteristics of the child. Implementation of early intervention programmes should be substantiated by a sufficient amount of information about the characteristics of each participant. Professionals should take this information into account in order to select as accurately as possible those procedures that are most effective and feasible.

2020-02-04T00:00:00Z Bejarano Martín, Álvaro Canal Bedia, Ricardo Magán Maganto, María Carmen Fernández-Álvarez, Clara J. Martín Cilleros, María Victoria Sánchez Gómez, María Cruz García Primo, Patricia Rose Sweeney, Mary Boilson, Andrew Linertová, Renata Roeyers, Herbert Van der Paelt, Sara Schendel, Diana Warberg, Christine Kloster Cramer, Susanne Narzisi, Antonio Muratori, Filippo Scattoni, María Luisa Moilanen, Irma Yliherva, Anneli Saemundsen, Evald Loa Jónsdóttir, Sigríður Efrim-Budisteanu, Magdalena Arghir, Aurora Papuc, Sorina Mihaela Vicente, Astrid Rasga, Célia Rogé, Bernadette Guillon, Quentin Baduel, Sophie Kafka, Johanna Xenia Poustka, Luise Kothgassner, Oswald D. Kawa, Rafal Pisula, E Sellers, Tracey Posada de la Paz, Manuel http://hdl.handle.net/10366/168762 2026-01-15T01:01:45Z 2019-01-01T00:00:00Z

[EN]Early services for ASD need to canvas the opinions of both parents and professionals. These opinions are seldom compared in the same research study. This study aims to ascertain the views of families and professionals on early detection, diagnosis and intervention services for young children with ASD. An online survey compiled and analysed data from 2032 respondents across 14 European countries (60.9% were parents; 39.1% professionals). Using an ordinal scale from 1 to 7, parents’ opinions were more negative (mean = 4.6; SD 2.2) compared to those of professionals (mean = 4.9; SD 1.5) when reporting satisfaction with services. The results suggest services should take into account child’s age, delays in accessing services, and active stakeholders’ participation when looking to improve services.

2019-01-01T00:00:00Z Verdugo Alonso, Miguel Ángel Schalock, Robert L. Gómez, Laura E. Navas Macho, Patricia http://hdl.handle.net/10366/168441 2026-01-09T01:00:56Z 2025-01-01T00:00:00Z

[EN]Background: People with intellectual and developmental disabilities have faced negative stereotypes, but progress in recognising their rights has shifted perspectives towards inclusion and civil rights in international frameworks. Methods: The article positions the inclusive society supports model within the framework of a theory of change. This framework encompasses major life activity areas, the components of the supports model, and the goals of an inclusive society, which are to maximise human dignity and autonomy, endeavour, and engagement.Findings: The authors describe the components of a support model that encompasses four evidence‐based components: an array of supports, support needs, a systematic approach, and the evaluation of inclusive society outcomes.Conclusions: The article emphasises systems thinking and systemic change, and advocates for cultural transformations rooted in human rights and shared values. Achieving true societal inclusion demands ongoing collective effort, ethical commitment, and a societal shift towards recognising both universal dignity and individual uniqueness

2025-01-01T00:00:00Z Restoy, Damián Oriol-Escudé, Montserrat Alonzo-Castillo, Teresa Magán Maganto, María Carmen Canal Bedia, Ricardo Díez Villoria, Emiliano Gisbert‑Gustemps, L. Setien‑Ramos, I. Martínez Ramírez, María Ramos-Quiroga, Josep Antoni Lugo Marín, Jorge http://hdl.handle.net/10366/167561 2026-03-16T09:29:24Z 2024-04-01T00:00:00Z

[EN]Children and adolescents with Autism Spectrum Disorder (ASD) often experience challenges in emotion regulation (ER) and emotion dysregulation (ED) which can interfere with their adaptive functioning. This study aimed to systematically review and meta-analyze the evidence on ER/ED in children and/or adolescents with ASD, examining its relationship with the following variables: internalizing and externalizing symptoms, cognitive function and social skills, and the effectiveness of non-pharmacological interventions addressing ER difficulties. Both electronic and manual searches were conducted to identify potential studies. Fifty-five studies were included in the meta-analysis. A statistically significant between-group difference was found, suggesting greater ER/ED challenges in the ASD group. Also, the ASD group showed more maladaptive ER strategies and fewer adaptive ER strategies compared to the non-ASD participants. Additionally, more severe ASD and poorer social skills were associated with greater ED and poorer ER skills, respectivelly. Furthermore, there was a significant correlation between internalizing symptomatology and both adaptive and maladaptive ER strategies. Studies of nonpharmacological interventions showed significant improvement in both ER and ED. These results imply that assessing ER/ED in children and adolescents with ASD should be part of the evaluation process, and it should also be a focal point for intervention in this population.

2024-04-01T00:00:00Z Setien‑Ramos, I. Lugo‑Marín, J. Gisbert‑Gustemps, L. Díez Villoria, Emiliano Magán Maganto, María Carmen Canal Bedia, Ricardo Ramos‑Quiroga, J.A. http://hdl.handle.net/10366/167559 2025-10-31T01:00:43Z 2022-03-30T00:00:00Z

[EN]Eye-tracking studies have shown potential in effectively discriminating between autism spectrum disorder (ASD) and non- ASD groups. The main objective of the present study was to conduct a systematic review and meta-analysis of eye-tracking studies in adults with ASD. A total of 22 studies were included for meta-analysis. Eyes and Non-Social regions proved better for discriminating between ASD and non-ASD adults, while fixation duration seems to be the outcome to choose. Active engaged tasks seem to reduce differences between ASD and non-ASD adults, regardless of the emotional content of the stimuli/task. Proportional fixation duration on eyes and non-social areas in non-active tasks (e.g. free viewing) seems to be the best eye-tracking design for increasing the sensitivity and specificity in ASD adults.

2022-03-30T00:00:00Z Palomero Sierra, Blanca Sánchez-Gómez, Victoria Magán Maganto, María Carmen Bejarano Martín, Álvaro Ruiz Ayúcar, Irene de Vena Díez, Victoria B Mannarino, Giselle V Díez Villoria, Emiliano Canal Bedia, Ricardo http://hdl.handle.net/10366/167558 2025-10-31T01:00:45Z 2025-04-03T00:00:00Z

[EN]This study investigates early development and language acquisition in moderateto- late preterm (MLPT) infants, focusing on social communication as a key factor. Using a longitudinal design, social communicative, cognitive and language outcomes were assessed at 12, 18, and 24 months in 106 infants, including 49 MLPT and 57 full-term (FT) infants. Standardized tools, including the Bayley Scales of Infant and Toddler Development (Bayley-III), the Vineland Adaptive Behavior Scales (Vineland-3), and the Social Attention and Communication Surveillance-Revised (SACS-R), were used to assess early developmental performance. Group differences and the interaction between group and assessment time points were analyzed to examine developmental patterns over time. Additionally, predictive models identified early indicators of receptive and expressive language performance at 24 months. The results revealed significant developmental delays in the MLPT group compared to their FT peers, with receptive language showing the most pronounced deficits. Early social communication behaviors, such as pointing, following a point, and attending to sounds at 12 months, emerged as strong predictors of both receptive and expressive language performance. Cognitive abilities also played a significant role, particularly in receptive language development. These findings underscore the utility of tools like the SACS-R in identifying early communication challenges and guiding tailored support strategies. Sustained developmental monitoring and targeted interventions that foster communication skills may promote positive language outcomes in MLPT infants, supporting their long-term developmental potential within this population with increased developmental needs.

2025-04-03T00:00:00Z