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Desarrollando habilidades emocionales, neurocognitivas y sociales en niños con autismo. Evaluación e intervención en juego de roles sociales.

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Title: Desarrollando habilidades emocionales, neurocognitivas y sociales en niños con autismo. Evaluación e intervención en juego de roles sociales.
Alternate Title: Developing Emotional, Neurocognitive, and Social Skills in Children with Autism: Evaluation and Intervention through Social Role-Playing.
Authors: Villanueva-Bonilla, Cristian1 cristian_villanueva@outlook.com, Bonilla-Santos, Jasmín2, Ríos-Gallardo, Ángela Magnolia3, Solovieva, Yulia4
Source: Revista Mexicana de Neurociencia. may/jun2018, Vol. 19 Issue 3, p43-59. 17p.
Abstract (English): Introduction: Autism is a neurodevelopmental disorder that is characterized by difficulties with socialization, communication, and cognition as well as repetitive and unusual behaviors. Social roleplaying is a guiding activity that produces positive changes in children's development in terms of imagination, voluntary activity, language, reflexive thought, and conversational abilities. Objective: To describe the effect of an intervention program on emotional, neurocognitive and social skills in three children with autism spectrum disorder (ASD). Methods: A multiple-case design, based on the principles of the microgenetic method, was used to determine the emotional, neurocognitive, and social characteristics of three children with autism following the application of an intervention program involving social role-playing. Case 1: A 9-year-old child with poor identification and emotional expression, as well as difficulties in maintaining fluent and coherent conversations. Case 2: A 10-year-old child with mechanical language, poor fluency, and difficulty initiating and maintaining conversation. Case 3: An 8-year-old girl presents deficits in nonverbal communicative behaviors used in social interaction and difficulties in adapting to non-daily situations. Results: Positive changes in emotional identification, understanding, and expression as well as mental states and social language. The children also demonstrated improvements in their cognitive and social abilities following the intervention program. The above results should be interpreted carefully because of the preliminary character of the study. A larger sample that allows the generalization of the results is suggested for future investigations. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Introducción: El autismo es un trastorno del neurodesarrollo, se caracteriza por dificultades en la socialización, comunicación, cognición y conductas repetitivas e inusuales. Por su parte, el juego de roles sociales es la actividad rectora que propicia cambios positivos en el desarrollo de los niños en aspectos como la imaginación, actividad voluntaria, lenguaje, pensamiento reflexivo y habilidades conversacionales. Objetivo: Describir el efecto de un programa de intervención sobre las habilidades emocionales, neurocognitivas y sociales en tres niños con trastorno del espectro autista (TEA). Métodos: Se utilizó un diseño de caso múltiple, orientado por principios de metodología microgenética para determinar las características emocionales, neurocognitivas y sociales de tres niños con autismo posterior a la aplicación de un programa de intervención basado en el juego de roles sociales. Caso 1: Niño de 9 años de edad, con escasa identificación y expresión emocional, así como dificultades para mantener conversaciones fluidas y coherentes. Caso 2: Niño de 10 años de edad, con lenguaje mecánico, poco fluido y dificultades para iniciar y mantener una conversación. Caso 3: Niña de 8 años de edad, presenta déficits en conductas comunicativas no verbales usadas en la interacción social y dificultades para adaptarse a situaciones no cotidianas. Resultados: Se evidencian cambios positivos en la identificación, comprensión y expresión emocional, estados mentales y lenguaje social. Además, los niños presentaron mejoría en sus habilidades cognitivas y sociales después del programa de intervención. Los resultados mencionados se deben interpretar cuidadosamente debido al carácter preliminar del estudio. Se sugiere para futuras investigaciones una muestra mayor que permita la generalización de los resultados. [ABSTRACT FROM AUTHOR]
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Database: MedicLatina
Description
Abstract:Introduction: Autism is a neurodevelopmental disorder that is characterized by difficulties with socialization, communication, and cognition as well as repetitive and unusual behaviors. Social roleplaying is a guiding activity that produces positive changes in children's development in terms of imagination, voluntary activity, language, reflexive thought, and conversational abilities. Objective: To describe the effect of an intervention program on emotional, neurocognitive and social skills in three children with autism spectrum disorder (ASD). Methods: A multiple-case design, based on the principles of the microgenetic method, was used to determine the emotional, neurocognitive, and social characteristics of three children with autism following the application of an intervention program involving social role-playing. Case 1: A 9-year-old child with poor identification and emotional expression, as well as difficulties in maintaining fluent and coherent conversations. Case 2: A 10-year-old child with mechanical language, poor fluency, and difficulty initiating and maintaining conversation. Case 3: An 8-year-old girl presents deficits in nonverbal communicative behaviors used in social interaction and difficulties in adapting to non-daily situations. Results: Positive changes in emotional identification, understanding, and expression as well as mental states and social language. The children also demonstrated improvements in their cognitive and social abilities following the intervention program. The above results should be interpreted carefully because of the preliminary character of the study. A larger sample that allows the generalization of the results is suggested for future investigations. [ABSTRACT FROM AUTHOR]
ISSN:16655044