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Tambini, D., (2021). Desarrollo socioemocional de estudiantes escolares con trastorno del espectro autista: intervenciones eficaces [Universidad de Lima]. https://hdl.handle.net/20.500.12724/13265
Tambini, D., Desarrollo socioemocional de estudiantes escolares con trastorno del espectro autista: intervenciones eficaces []. PE: Universidad de Lima; 2021. https://hdl.handle.net/20.500.12724/13265
@misc{renati/1441963,
title = "Desarrollo socioemocional de estudiantes escolares con trastorno del espectro autista: intervenciones eficaces",
author = "Tambini Murga, Daniela Fernanda",
publisher = "Universidad de Lima",
year = "2021"
}
Title: Desarrollo socioemocional de estudiantes escolares con trastorno del espectro autista: intervenciones eficaces
Other Titles: Social-emotional development of school students with autism spectrum disorder. effective interventions
Authors(s): Tambini Murga, Daniela Fernanda
Advisor(s): Delgado Ramos, Guillermo Enrique
Keywords: Autism in children; School children; Affect (Psychology); Escolares; Afectividad; Autismo en niños
OCDE field: https://purl.org/pe-repo/ocde/ford#5.01.00
Issue Date: 2021
Institution: Universidad de Lima
Abstract: Promover el desarrollo socioemocional de los estudiantes con Trastorno del Espectro
Autista (TEA) es un objetivo muy importante de las escuelas. Sin embargo, a pesar de
esto existen pocos estudios que se enfoquen en intervenciones eficaces en la escuela que
hayan generado un impacto en esta área de los estudiantes con TEA. El objetivo del
presente estudio es identificar intervenciones eficaces para promover el desarrollo
socioemocional de estudiantes con TEA. Se realizó una revisión de la literatura siguiendo
las indicaciones de las guías PRISMA (Urrútia y Bon-fill, 2010). Las bases de datos
consultadas fueron Scopus, Proquest y Ebsco. Se seleccionaron para el análisis los
trabajos que cumplían con los criterios de inclusión y exclusión (n = 10). Como
resultados, se encuentra que existen intervenciones eficaces que demuestran un impacto
positivo en el desarrollo socioemocional de estudiantes con TEA medido a través de
habilidades sociales, regulación emocional, competencias socioemocionales e
inteligencia emocional. La calidad de los estudios se considera alta por sus diseños
experimental y cuasi-experimental. La totalidad de los estudios seleccionados se han
realizado en el exterior, lo que evidencia una demanda urgente de replicar estas
intervenciones basadas en evidencia en el contexto peruano y latinoamericano.
Promoting the social-emotional development of students with Autism Spectrum Disorder (ASD) is a very important goal of schools. However, despite this, there are few studies that focus on effective school-based interventions that have had an impact in this area for students with ASD. The aim of the present study is to identify effective interventions to promote the social-emotional development of students with ASD. A review of the literature was carried out following the PRISMA guidelines (Urrútia and Bon-fill, 2010). The databases consulted were Scopus, Proquest and Ebsco. The papers that met the inclusion and exclusion criteria were selected for analysis (n = 10). As results, it is found that there are effective interventions that demonstrate a positive impact on the socioemotional development of students with ASD measured through social skills, emotional regulation, socioemotional competencies and emotional intelligence. The quality of the studies is considered high due to their experimental and quasi-experimental designs. All of the selected studies have been conducted abroad, which shows an urgent demand to replicate these evidence-based interventions in the Peruvian and Latin American context.
Promoting the social-emotional development of students with Autism Spectrum Disorder (ASD) is a very important goal of schools. However, despite this, there are few studies that focus on effective school-based interventions that have had an impact in this area for students with ASD. The aim of the present study is to identify effective interventions to promote the social-emotional development of students with ASD. A review of the literature was carried out following the PRISMA guidelines (Urrútia and Bon-fill, 2010). The databases consulted were Scopus, Proquest and Ebsco. The papers that met the inclusion and exclusion criteria were selected for analysis (n = 10). As results, it is found that there are effective interventions that demonstrate a positive impact on the socioemotional development of students with ASD measured through social skills, emotional regulation, socioemotional competencies and emotional intelligence. The quality of the studies is considered high due to their experimental and quasi-experimental designs. All of the selected studies have been conducted abroad, which shows an urgent demand to replicate these evidence-based interventions in the Peruvian and Latin American context.
Link to repository: https://hdl.handle.net/20.500.12724/13265
Discipline: Psicología
Grade or title grantor: Universidad de Lima. Facultad de Psicología
Grade or title: Licenciado en Psicología
Juror: Delgado Ramos, Guillermo Enrique; Cueva Rojas, Manuel Eduardo; Naraza Jiménez, Ángela María
Register date: 29-May-2021
This item is licensed under a Creative Commons License