Intervención en habilidades sociales de los niños con trastorno de espectro autista: una revisión bibliográfica

• Autores: Inmaculada March Miguez, Maite Montagut Asunción, Gemma Pastor Cerezuela, María Inmaculada Fernández Andrés
• Localización: Papeles del psicólogo, ISSN-e 1886-1415, ISSN 0214-7823, Vol. 39, Nº. 2, 2018, págs. 140-149
• Idioma: español
• DOI: 10.23923/pap.psicol2018.2859
• Títulos paralelos:
  • Ntervention in social skills of children with autistic spectrum disorder: A bibliographycal review
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    Los índices de prevalencia del trastorno del espectro autista (TEA) han aumentado notablemente en los últimos años. El TEA está cada vez más presente en las escuelas y en la sociedad y es por ello que resulta imprescindible conocer más sobre este trastorno y las posibilidades de intervención. El objetivo de este trabajo es realizar una revisión bibliográfica de los artículos publicados en los últimos años en relación a distintos programas y técnicas de intervención que se han venido utilizando recientemente para trabajar con los niños con TEA una de las dificultades que en mayor medida definen el trastorno, las habilidades sociales. Las conclusiones más destacadas señalan que por la diversidad sintomática de los niños con TEA y sus diferentes características, los resultados de las intervenciones pueden ser variados; son muchos los programas que consiguen mejorar las habilidades sociales en estos niños; y obtienen resultados destacables aquellas intervenciones que incluyen a las familias en las sesiones y que se realizan con el uso de las nuevas tecnologías, como ordenadores o robots

  • English

    The prevalence rates of autistic spectrum disorder (ASD) have increased markedly in recent years. ASD is increasingly present in schools and in society, so it is essential for us to know more about this disorder and the possibilities of intervention. The objective of this work is to carry out a bibliographic review of the articles published in recent years in relation to different intervention programs and techniques that have recently been used to work with children with ASD to train them in the difficulties that most define the disorder:

    social skills. The most important conclusions indicate that: despite the symptomatic diversity of children with ASD and their different characteristics which can lead to diverse results, there are many programs that improve social skills in these children; and remarkable results are obtained by interventions that include families in the sessions and that are carried out with the use of new technologies, such as computers or robots

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