Differences in the severity of Autistic Spectrum Disorder symptoms according to the educational context
Differences in the severity of Autistic Spectrum Disorder symptoms according to the educational context
Main Article Content
Abstract
The educational system allows students with special educational needs who are diagnosed with Autism Spectrum Disorder to benefit from schooling in both an ordinary school and a special education school. However, the scientific community considers that people with ASD may present different levels of severity that determine the adaptation to the educational center. This article aims to analyze the differences according to the educational context in the type of ASD, the severity of the ASD, the severity of the intellectual disability and the level of supervision; social communication; and repetitive behavior of a sample of 232 people with ASD between 3 and 63 years old. In the present study, the Social Communication Questionnaire, Repetitive Behavior Scale-Revised and the Inventory for Client and Agency Planning were used. The results indicate that special education schools have students with more serious symptoms of ASD, severity of intellectual disability, stereotyped behaviors, selfharm, communication problems and higher levels of supervision in the classroom. These results have repercussions in the education system.
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Restricted and repetitive behaviors as predictors of outcome in autism spectrum
disorders. Journal of Autism and Developmental Disorders, 46(4), 1282-1296.
doi:10.1007/s10803-015-2668-2
White, S.W., Scahill, L., Klin, A., Koenig, K., y Volkmar, F.R. (2007). Educational placements
and service use patterns of individuals with autism spectrum disorders. Journal of
Autism and Developmental Disorders, 37(8), 1403-1412. doi:10.1007/s10803-006-0281-0
(5a. ed.). Arlington, V.A.: American Psychiatric Publishing.
Bodfish, J.W., Symons, F.J., Parker, D.E., y Lewis, M.H. (2000). Varieties of repetitive behavior
in autism: Comparisons to mental retardation. Journal of Autism and Developmental
Disorders, 30(3), 237-243. doi:10.1023/A:1005596502855
BORM (2009). Decreto nº 359/2009, de 30 de octubre, por el que se establece y regula la respuesta
educativa a la diversidad del alumnado en la Comunidad Autónoma de la Región de
Murcia. Consejo de Gobierno, 254, 57608-57647.
BORM (2012). Orden de 21 de junio de 2012, por la que se establecen criterios generales para la
determinación de necesidades reales de profesorado en Escuelas de Educación Infantil,
Colegios de Educación Infantil y Primaria, Centros de Educación Especial y Colegios
Rurales Agrupados. Consejería de Educación, Formación y Empleo, 147, 27568-27575.
Bruininks, R.H., Woodcock, R.W., Weatherman, R.F., y Hill, B.K. (1984). Development and
standardization of the scales of independent behavior.Nelson, Canadá: Scarborough.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2ª ed.). Hillsdale, NJ:
Erlbaum.
Farmer, C.A., y Aman, M.G. (2011). Aggressive behavior in a sample of children with autism
spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 317-323.
doi:10.1016/j.rasd.2010.04.014
Frazier, T.W., y Hardan, A.Y. (2016). Equivalence of symptom dimensions in females and males
with autism. Autism, 1362361316660066. doi:10.1177/1362361316660066
Fulceri, F., Narzisi, A., Apicella, F., Balboni, G., Baldini, S., Brocchini, J., y Tancredi, R. (2016).
Application of the Repetitive Behavior Scale-Revised–Italian version–in preschoolers
with autism spectrum disorder. Research in Developmental Disabilities, 48, 43-52.
doi:10.1016/j.ridd.2015.10.015.
Hollander, E., Taylor, B.P., Racine, E., Ferretti, C.J., y Noone, R. (2016). Impulsivity and
compulsivity: translational approaches to compulsivity in autism spectrum disorders.
European Neuropsychopharmacology, 26(5), 889-890.
doi:10.1016/j.euroneuro.2015.06.021
IBM (2013). SPSS Statistics for Windows (Version 22.0). [Computer software]. Armonk, NY: IBM
Corp. Released
Inada, N., Ito, H., Yasunaga, K., Kuroda, M., Iwanaga, R., Hagiwara, T., y Tsujii, M. (2015).
Psychometric properties of the Repetitive Behavior Scale-Revised for individuals with
autism spectrum disorder in Japan. Research in Autism Spectrum Disorders, 15, 60-68.
doi:10.1016/j.rasd.2015.01.002
Lam, K.S., y Aman, M.G. (2007). The Repetitive Behavior Scale-Revised: Independent validation
in individuals with autism spectrum disorders. Journal of Autism and Developmental
Disorders, 37(5), 855-866. doi:10.1007/s10803-006-0213-z
Longobardi, C., Prino, L.E., Pasta, T., Gastaldi, F.G.M., y Quaglia, R. (2012). Medición cualitativa
de la interacción profesor-alumno en el trastorno de autismo. European Journal of
Investigation in Health, Psychology and Eductation, 2(3), 103-
114.doi:10.30552/ejihpe.v2i3.30
Martínez-González, A.E., y Piqueras, J.A. (2018). Validation of the Repetitive Behavior ScaleRevised in Spanish-Speakers Participants with Autism Spectrum Disorder. Journal of
Autism and Developmental Disorders, 48(1), 198-208. doi 10.1007/s10803-017-3276-0
Matson, J.L., y Adams, H.L. (2014). Characteristics of aggression among persons with autism
spectrum disorders. Research in Autism Spectrum Disorders, 8(11), 1578-1584.
doi:10.1016/j.rasd.2014.08.004Montero, D. (1996). Evaluación de la conducta
adaptativa en personas con discapacidades. Adaptación y validación del ICAP. ICE
Universidad de Deusto. Bilbao, España: Ediciones Mensajero.
Nicholas, J.S., Charles, J.M., Carpenter, L.A., King, L.B., Jenner, W., y Spratt, E.G. (2008).
Prevalence and characteristics of children with autism-spectrum disorders. Annals of
Epidemiology, 18(2), 130-136. doi:10.1016/j.annepidem.2007.10.013
Pereña, J., y Santamaría, P. (2005). Cuestionario de Comunicación Social: SCQ: Manual. Madrid,
España: TEA.
Rojahn, J., Schroeder, S.R., Mayo-Ortega, L., Oyama-Ganiko, R., LeBlanc, J., Marquis, J., y
Berke, E. (2013). Validity and reliability of the Behavior Problems Inventory, the
Aberrant Behavior Checklist, and the Repetitive Behavior Scale–Revised among infants
and toddlers at risk for intellectual or developmental disabilities: A multi-method
assessment approach. Research in Developmental Disabilities, 34(5), 1804-1814.
doi:10.1016/j.ridd.2013.02.024
Troyb, E., Knoch, K., Herlihy, L., Stevens, M.C., Chen, C.M., Barton, M., y Fein, D. (2016).
Restricted and repetitive behaviors as predictors of outcome in autism spectrum
disorders. Journal of Autism and Developmental Disorders, 46(4), 1282-1296.
doi:10.1007/s10803-015-2668-2
White, S.W., Scahill, L., Klin, A., Koenig, K., y Volkmar, F.R. (2007). Educational placements
and service use patterns of individuals with autism spectrum disorders. Journal of
Autism and Developmental Disorders, 37(8), 1403-1412. doi:10.1007/s10803-006-0281-0