Un estudio de las necesidades de formación del profesorado en las prácticas basadas en evidencias científicas en el ámbito del alumnado con trastorno del espectro del autismo
Resumen La presencia de alumnado con Trastorno del Espectro del Autismo (TEA) ha aumentado considerablemente en las aulas. El propósito del estudio fue investigar la familiaridad, el uso y las necesidades formativas del profesorado de Audición y Lenguaje (AL) y Pedagogía Terapéutica (PT), a partir de sus percepciones sobre las prácticasbasadas en la evidencia (PBE) dirigidas a este alumnado. Se realizó un estudio de encuesta, mediante un cuestionario en línea del que se seleccionaron 116 respuestas. El análisis de datos se realizó desde un enfoque cuantitativo mediante estadística descriptiva, análisis inferencial y correlacional. Los resultados muestran la necesidad de formación percibida con respecto a estas prácticas; una familiaridad y uso inferior a lo indicado en estudios internacionales similares; y la identificación de las variables para el diseño de futuros planes formativos. Como conclusiones cabe señalar la necesidad de mejora de la formación inicial y permanente en estas prácticas, así como de ampliar su familiaridad para promover el posterior uso. Los planes formativos deberían dirigirse al profesorado que ha trabajado con menor número de alumnado con TEA, no ha recibido formación específica, con una percepción baja de competencia en la intervención y de que su práctica no se basa en la evidencia.
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ABLE, H., SRECKOVIC, M. A., SCHULTZ, T. R., GARWOOD, J. D. y SHERMAN, J. (2015). Views from the trenches: teacher and student supports needed for full inclusion of students with ASD. Teacher Education and Special Education, 38(1), 44-57. https://doi.org/10.1177/0888406414558096
ALEXANDER, J. L., AYRES, K. M. y SMITH, K. A. (2015). Training teachers in evidence-based practice for individuals with Autism Spectrum Disorder: a review of the literature. Teacher Education and Special Education, 38(1), 13-27. https://doi.org/10.1177/0888406414544551
ANDERSON, S. R. y ROMANCZYK, R. G. (1999). Early intervention for young children with autism: continuum based behavioral models. Journal of the Association for Persons with Severe Handicaps, 24, 162-173. https://doi.org/10.2511/rpsd.24.3.162
ASOCIACIÓN AMERICANA DE PSIQUIATRÍA. (2013). Guía de consulta de los criterios diagnósticos del DSM-5. Asociación Americana de Psiquiatría.
AUTISMO ESPAÑA. (2020). Situación del alumnado con trastorno del espectro del autismo en España. http://www.autismo.org.es/sites/default/files/informeeducacion_situaciondelalumnadotea_0.pdf
BORDERS, C. M., JONES, S. y SZYMANSKI, C. (2015). Teacher ratings of evidence-based practices from the field of au-tism. Deaf Studies and Deaf Education, 20(1), 91-100. https://doi.org/10.1093/deafed/enu033
BROCK, M. E., HUBER, H. B., CARTER, E. W., JUAREZ, A. P. y WARREN, Z. E. (2014). Statewide assessment of professional development needs related to educating students with autism spectrum disorder. Focus on Autism and ot-her Developmental Disabilities, 29, 67-79. https://doi.org/10.1177/1088357614522290
BUYSSE, V., WINTON, P. J. y ROUS, B. (2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education, 28(4), 235-243. https://doi.org/10.1177/0271121408328173
CARDINAL, D. N., GRIFFITHS, A. J., MAUPIN, Z. D. y FRAUMENI-MCBRIDE, J. (2020). An investigation of increased rates of autism in U.S. public schools. Psychology in the Schools, Early View, 1-17. https://doi.org/10.1002/pits.22425
COHEN, J. (1988). Statistical power analysis for the behavioral science (2nd ed.). Lawrence Erlbaum Associates.
COLLABORATIVE WORK GROUP ON AUTISTIC SPECTRUM DISORDERS. (1997). Best practices for designing and delivering effec-tive programs for individuals with Autism Spectrum Disorders. California Departments of Education and Deve-lopmental Services.
COOK, B. G. y ODOM, S. L. (2013). Evidence-based practices and implementation science in special education. Council for Exceptional Children, 79(2), 135-144. https://doi.org/10.1177/001440291307900201
COOK, B. G., TANKERSLEY, M. y HARJUSOLA-WEBB, S. (2008). Evidence-based special education and professional wisdom: putting it all together. Intervention in School and Clinic, 44(2), 105-111. https://doi.org/10.1177/1053451208321566
DINGFELDER, H. E. y MANDELL, D. S. (2011). Bridging the research-to-practice gap in autism intervention: an applica-tion of diffusion of Innovation Theory. Journal of Autism and Developmental Disorders, 41, 597-609. https://doi.org/10.1007/s10803-010-1081-0
FOMBONNE, E. (2020). Epedimiological controversies in autism. Swiss Archives of Neurology, Psychiatry and Psy-cotherapy, 171, w03084. https://doi.org/10.4414/sanp.2020.03084
FUENTES-BIGGI, J., FERRARI-ARROYO, M. J., BOADA-MUÑOZ, L., TOURIÑO-AGUILERA, E., ARTIGAS-PALLARÉS, J., BELINCHÓN-CARMONA, M., MUÑOZ-YUNTA, J. A., HERVÁS-ZÚÑIGA, A., CANAL-BEDIA, R., HERNÁNDEZ, J. M., DÍEZ-CUERVO, A., IDIAZÁBAL-ALETXA, M. A., MULAS, F., PALACIOS, S., TAMARIT, J., MARTOS-PÉREZ, J. y POSADA, M. (2006). Guía de buena práctica para el tratamien-to de los Trastornos del Espectro Autista. Revista de Neurología, 43, 425-438. https://doi.org/10.33588/rn.4307.2005750
GEORGE, D. y MALLERY, P. (2003). SPSS for Windows step by step: a simple guide and reference. 11.0. (4th ed.). Allyn and Bacon.
GOODMAN, L. A. (1961). Snowball sampling. Annals of Mathematical Statistics, 32, 148-170. https://doi.org/10.1214/aoms/1177705148
GRAHAM, L. J., WHITE, S. L. J., COLOGON, K. y PIANTA, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 103190. https://doi.org/10.1016/j.tate.2020.103190
GÜEMES, I., MARTÍN, M. C., CANAL, R. y POSADA, M. (2009). Evaluación de la eficacia de las intervenciones psicoeduca-tivas en los trastornos del espectro autista. IIER-Instituto de Salud Carlos III.
HESS, K. L., MORRIER, M. J., HEFLIN, L. J. y IVEY, M. L. (2008). Autism treatment survey: services received by children with Autism Spectrum Disorders in public school classroom. Journal of Autism and Developmental Disorders, 38, 961-971. https://doi.org/10.1007/s10803-007-0470-5
HSIAO, Y. y SORENSEN-PETERSEN, S. (2019). Evidence-based practices provided in teacher education and in-service training programs for special education teachers of students with Autism Spectrum Disorders. Teacher Educa-tion and Special Education, 42(3), 193-208. https://doi.org/10.1177/0888406418758464
MARDER, T. y DE BETTENCOURT, L. U. (2015). Teaching students with ASD using evidence-based practices: why is trai-ning critical now? Teacher Education and Special Education, 38(1), 5-12. https://doi.org/10.1177/0888406414565838
MCMAHON, J. y CULLINAN, V. (2014). Education programmes for young children with Autism Spectrum Disorder: an evaluation framework. Research in Developmental Disabilities, 35, 3689-3697. https://doi.org/10.1016/j.ridd.2014.09.004
MCNEILL, J. (2019). Social validity and teachers’ use of evidence?based practices for autism. Journal of Autism and Developmental Disorders, 49, 4585-4594. https://doi.org/10.1007/s10803-019-04190-y
MORALES-HIDALGO, P., ROIGÉ-CASTELLVÍ, J., HERNÁNDEZ-MARTÍNEZ, C., VOLTAS, N. y CANALS, J. (2018). Prevalence and charac-teristics of Autism Spectrum Disorder among Spanish school-age children. Journal of Autism and Develop-mental Disorders, 48(9), 3176-3190. https://doi.org/10.1007/s10803-018-3581-2
NATIONAL AUTISM CENTER (NAC). (2015). Findings and conclusions: National Standards Report, Phase 2. National Autism Center.
NATIONAL PROFESSIONAL DEVELOPMENT CENTER ON AUTISM SPECTRUM DISORDER (NPDC). (2017). Comparison of NPDC and NSP EBPS. https://autismpdc.fpg.unc.edu/evidence-based-practices
NATIONAL PROFESSIONAL DEVELOPMENT CENTER ON INCLUSION (NPDCI). (2008). What do we mean by professional develo-pment in the early childhood field? University of North Carolina, FPG Child Development Institute.
ODOM, S. L., BROWN, W. H., FREY, T., KARASU, N., SMITH-CARTER, L. y STRAIN, P. (2003). Evidence-based practices for young children with autism. Contributions from single-subject research design. Focus on Autism and other Developmental Disabilities, 18(3), 176-181. https://doi.org/10.1177%2F10883576030180030401
ODOM, S. L., COLLET-KLINGENBERG, L., ROGERS, S. J. y HATTON, D. D. (2010). Evidence-Based practices in interventions for children and youth with Autism Spectrum Disorders. Preventing School Failure, 54(4), 275-282. https://doi.org/10.1080/10459881003785506
ODOM, S. L., COX, A. W. y BROCK, M. E. (2013). Implementation science, professional development, and Autism Spectrum Disorders. Exceptional Children, 79(2), 233-251. https://doi.org/10.1177%2F001440291307900207
PARSONS, S., CHARMAN, T., FAULKNER, R., RAGAN, J., WALLACE, S. y WITTERMEYER, K. (2013). Commentary-bridging the re-search and practice gap in autism: the importance of creating research partnerships with schools. Autism, 17(3), 268-280. https://doi.org/10.1177/1362361312472068
SALDAÑA, D. y MORENO, F. J. (2012). Eficacia de las investigaciones de naturaleza psicológica en los TEA: evidencias disponibles. En M. A. MARTÍNEZ y J. L. CUESTA (Coords.), Todo sobre el autismo. Los Trastornos del Espectro del Autismo (TEA). Guía completa basada en la ciencia y la experiencia (pp. 191-220). Altaria.
SALDAÑA, D., SARMIENTO, V., MORENO, F. J. y HERNÁNDEZ, A. (2011, noviembre). Un estudio sobre la aplicación de “buenas prácticas” en la atención temprana a niños y niñas con TEA en Andalucía. En J. L. CUESTA (Presidencia), Reflexionando juntos para actuar mejor. Conferencia llevada a cabo en el XV Congreso Nacional de AETAPI, Za-ragoza, España.
SALVADÓ-SALVADÓ, B., PALAU-BADUELL, M., CLOFENT-TORRENTÓ, M., MONTERO-CAMACHO, M. y HERNÁNDEZ-LATORRE, M. A. (2012). Modelos de intervención global en personas con Trastorno del Espectro Autista. Revista Española de Neurología, 54(1), 63-71. https://doi.org/10.33588/rn.54S01.2011710
SAM, A. M., COX, A. W., SAVAGE, M. N., WATERS, V. y ODOM, S. L. (2019). Disseminating information on evidence-based practices for children and youth with autism spectrum disorder: AFIRM. Journal of Autism and Developmental Disorders, 50, 1931-1940 https://doi.org/10.1007/s10803-019-03945-x
SCHUNK, D. H. y PAJARES, F. (2005). Competence perceptions and academic functioning. En A. J. ELLIOT y C. S. DWECK, Handbook of competence and motivation (pp. 85-104). The Guildford Press.
SIMPSON, R. L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and other Developmental Disabilities, 20, 140-149. https://doi.org/10.1177/10883576050200030201
SULEK, R., TREMBATH, D., PAYNTER, J. y KEEN, D. (2019). Empirically supported treatments for students with autism: general education teacher knowledge, use, and social validity ratings. Developmental Neurorehabilitation, 22(6), 380-389. https://doi.org/10.1080 /17518423.2018.1526224
WONG, C., ODOM, S. L., HUME, K., COX, A. W., FETTIG, A., KUCHARCZYK, S., BROCK, M. E., PLAVNICK, J. B., FLEURY, V. P. y SCHULTZ, T. R. (2015). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder: a comprehensive review. Journal of Autism and Developmental Disorders, 45, 1951-1966. https://doi.org/10.1007/s10803-014-2351-z
WONG, C., ODOM, S. L., HUME, K., COX, A. W., FETTIG, A., KUCHARCZYK, S. y SCHULTZ, T. R. (2014). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. University of North Carolina.
WOOD, J. J., MCLEOD, B. D., KLEBANOFF, S. y BROOKMAN-FRAZEE, L. (2015). Toward the implementation of Evidence-based interventions for youth with Autism Spec-trum Disorders in schools and community agencies. Behaviour Therapy, 46(1), 83-95. https://doi: 10.1016/j.beth.2014.07.003
ALEXANDER, J. L., AYRES, K. M. y SMITH, K. A. (2015). Training teachers in evidence-based practice for individuals with Autism Spectrum Disorder: a review of the literature. Teacher Education and Special Education, 38(1), 13-27. https://doi.org/10.1177/0888406414544551
ANDERSON, S. R. y ROMANCZYK, R. G. (1999). Early intervention for young children with autism: continuum based behavioral models. Journal of the Association for Persons with Severe Handicaps, 24, 162-173. https://doi.org/10.2511/rpsd.24.3.162
ASOCIACIÓN AMERICANA DE PSIQUIATRÍA. (2013). Guía de consulta de los criterios diagnósticos del DSM-5. Asociación Americana de Psiquiatría.
AUTISMO ESPAÑA. (2020). Situación del alumnado con trastorno del espectro del autismo en España. http://www.autismo.org.es/sites/default/files/informeeducacion_situaciondelalumnadotea_0.pdf
BORDERS, C. M., JONES, S. y SZYMANSKI, C. (2015). Teacher ratings of evidence-based practices from the field of au-tism. Deaf Studies and Deaf Education, 20(1), 91-100. https://doi.org/10.1093/deafed/enu033
BROCK, M. E., HUBER, H. B., CARTER, E. W., JUAREZ, A. P. y WARREN, Z. E. (2014). Statewide assessment of professional development needs related to educating students with autism spectrum disorder. Focus on Autism and ot-her Developmental Disabilities, 29, 67-79. https://doi.org/10.1177/1088357614522290
BUYSSE, V., WINTON, P. J. y ROUS, B. (2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education, 28(4), 235-243. https://doi.org/10.1177/0271121408328173
CARDINAL, D. N., GRIFFITHS, A. J., MAUPIN, Z. D. y FRAUMENI-MCBRIDE, J. (2020). An investigation of increased rates of autism in U.S. public schools. Psychology in the Schools, Early View, 1-17. https://doi.org/10.1002/pits.22425
COHEN, J. (1988). Statistical power analysis for the behavioral science (2nd ed.). Lawrence Erlbaum Associates.
COLLABORATIVE WORK GROUP ON AUTISTIC SPECTRUM DISORDERS. (1997). Best practices for designing and delivering effec-tive programs for individuals with Autism Spectrum Disorders. California Departments of Education and Deve-lopmental Services.
COOK, B. G. y ODOM, S. L. (2013). Evidence-based practices and implementation science in special education. Council for Exceptional Children, 79(2), 135-144. https://doi.org/10.1177/001440291307900201
COOK, B. G., TANKERSLEY, M. y HARJUSOLA-WEBB, S. (2008). Evidence-based special education and professional wisdom: putting it all together. Intervention in School and Clinic, 44(2), 105-111. https://doi.org/10.1177/1053451208321566
DINGFELDER, H. E. y MANDELL, D. S. (2011). Bridging the research-to-practice gap in autism intervention: an applica-tion of diffusion of Innovation Theory. Journal of Autism and Developmental Disorders, 41, 597-609. https://doi.org/10.1007/s10803-010-1081-0
FOMBONNE, E. (2020). Epedimiological controversies in autism. Swiss Archives of Neurology, Psychiatry and Psy-cotherapy, 171, w03084. https://doi.org/10.4414/sanp.2020.03084
FUENTES-BIGGI, J., FERRARI-ARROYO, M. J., BOADA-MUÑOZ, L., TOURIÑO-AGUILERA, E., ARTIGAS-PALLARÉS, J., BELINCHÓN-CARMONA, M., MUÑOZ-YUNTA, J. A., HERVÁS-ZÚÑIGA, A., CANAL-BEDIA, R., HERNÁNDEZ, J. M., DÍEZ-CUERVO, A., IDIAZÁBAL-ALETXA, M. A., MULAS, F., PALACIOS, S., TAMARIT, J., MARTOS-PÉREZ, J. y POSADA, M. (2006). Guía de buena práctica para el tratamien-to de los Trastornos del Espectro Autista. Revista de Neurología, 43, 425-438. https://doi.org/10.33588/rn.4307.2005750
GEORGE, D. y MALLERY, P. (2003). SPSS for Windows step by step: a simple guide and reference. 11.0. (4th ed.). Allyn and Bacon.
GOODMAN, L. A. (1961). Snowball sampling. Annals of Mathematical Statistics, 32, 148-170. https://doi.org/10.1214/aoms/1177705148
GRAHAM, L. J., WHITE, S. L. J., COLOGON, K. y PIANTA, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 103190. https://doi.org/10.1016/j.tate.2020.103190
GÜEMES, I., MARTÍN, M. C., CANAL, R. y POSADA, M. (2009). Evaluación de la eficacia de las intervenciones psicoeduca-tivas en los trastornos del espectro autista. IIER-Instituto de Salud Carlos III.
HESS, K. L., MORRIER, M. J., HEFLIN, L. J. y IVEY, M. L. (2008). Autism treatment survey: services received by children with Autism Spectrum Disorders in public school classroom. Journal of Autism and Developmental Disorders, 38, 961-971. https://doi.org/10.1007/s10803-007-0470-5
HSIAO, Y. y SORENSEN-PETERSEN, S. (2019). Evidence-based practices provided in teacher education and in-service training programs for special education teachers of students with Autism Spectrum Disorders. Teacher Educa-tion and Special Education, 42(3), 193-208. https://doi.org/10.1177/0888406418758464
MARDER, T. y DE BETTENCOURT, L. U. (2015). Teaching students with ASD using evidence-based practices: why is trai-ning critical now? Teacher Education and Special Education, 38(1), 5-12. https://doi.org/10.1177/0888406414565838
MCMAHON, J. y CULLINAN, V. (2014). Education programmes for young children with Autism Spectrum Disorder: an evaluation framework. Research in Developmental Disabilities, 35, 3689-3697. https://doi.org/10.1016/j.ridd.2014.09.004
MCNEILL, J. (2019). Social validity and teachers’ use of evidence?based practices for autism. Journal of Autism and Developmental Disorders, 49, 4585-4594. https://doi.org/10.1007/s10803-019-04190-y
MORALES-HIDALGO, P., ROIGÉ-CASTELLVÍ, J., HERNÁNDEZ-MARTÍNEZ, C., VOLTAS, N. y CANALS, J. (2018). Prevalence and charac-teristics of Autism Spectrum Disorder among Spanish school-age children. Journal of Autism and Develop-mental Disorders, 48(9), 3176-3190. https://doi.org/10.1007/s10803-018-3581-2
NATIONAL AUTISM CENTER (NAC). (2015). Findings and conclusions: National Standards Report, Phase 2. National Autism Center.
NATIONAL PROFESSIONAL DEVELOPMENT CENTER ON AUTISM SPECTRUM DISORDER (NPDC). (2017). Comparison of NPDC and NSP EBPS. https://autismpdc.fpg.unc.edu/evidence-based-practices
NATIONAL PROFESSIONAL DEVELOPMENT CENTER ON INCLUSION (NPDCI). (2008). What do we mean by professional develo-pment in the early childhood field? University of North Carolina, FPG Child Development Institute.
ODOM, S. L., BROWN, W. H., FREY, T., KARASU, N., SMITH-CARTER, L. y STRAIN, P. (2003). Evidence-based practices for young children with autism. Contributions from single-subject research design. Focus on Autism and other Developmental Disabilities, 18(3), 176-181. https://doi.org/10.1177%2F10883576030180030401
ODOM, S. L., COLLET-KLINGENBERG, L., ROGERS, S. J. y HATTON, D. D. (2010). Evidence-Based practices in interventions for children and youth with Autism Spectrum Disorders. Preventing School Failure, 54(4), 275-282. https://doi.org/10.1080/10459881003785506
ODOM, S. L., COX, A. W. y BROCK, M. E. (2013). Implementation science, professional development, and Autism Spectrum Disorders. Exceptional Children, 79(2), 233-251. https://doi.org/10.1177%2F001440291307900207
PARSONS, S., CHARMAN, T., FAULKNER, R., RAGAN, J., WALLACE, S. y WITTERMEYER, K. (2013). Commentary-bridging the re-search and practice gap in autism: the importance of creating research partnerships with schools. Autism, 17(3), 268-280. https://doi.org/10.1177/1362361312472068
SALDAÑA, D. y MORENO, F. J. (2012). Eficacia de las investigaciones de naturaleza psicológica en los TEA: evidencias disponibles. En M. A. MARTÍNEZ y J. L. CUESTA (Coords.), Todo sobre el autismo. Los Trastornos del Espectro del Autismo (TEA). Guía completa basada en la ciencia y la experiencia (pp. 191-220). Altaria.
SALDAÑA, D., SARMIENTO, V., MORENO, F. J. y HERNÁNDEZ, A. (2011, noviembre). Un estudio sobre la aplicación de “buenas prácticas” en la atención temprana a niños y niñas con TEA en Andalucía. En J. L. CUESTA (Presidencia), Reflexionando juntos para actuar mejor. Conferencia llevada a cabo en el XV Congreso Nacional de AETAPI, Za-ragoza, España.
SALVADÓ-SALVADÓ, B., PALAU-BADUELL, M., CLOFENT-TORRENTÓ, M., MONTERO-CAMACHO, M. y HERNÁNDEZ-LATORRE, M. A. (2012). Modelos de intervención global en personas con Trastorno del Espectro Autista. Revista Española de Neurología, 54(1), 63-71. https://doi.org/10.33588/rn.54S01.2011710
SAM, A. M., COX, A. W., SAVAGE, M. N., WATERS, V. y ODOM, S. L. (2019). Disseminating information on evidence-based practices for children and youth with autism spectrum disorder: AFIRM. Journal of Autism and Developmental Disorders, 50, 1931-1940 https://doi.org/10.1007/s10803-019-03945-x
SCHUNK, D. H. y PAJARES, F. (2005). Competence perceptions and academic functioning. En A. J. ELLIOT y C. S. DWECK, Handbook of competence and motivation (pp. 85-104). The Guildford Press.
SIMPSON, R. L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and other Developmental Disabilities, 20, 140-149. https://doi.org/10.1177/10883576050200030201
SULEK, R., TREMBATH, D., PAYNTER, J. y KEEN, D. (2019). Empirically supported treatments for students with autism: general education teacher knowledge, use, and social validity ratings. Developmental Neurorehabilitation, 22(6), 380-389. https://doi.org/10.1080 /17518423.2018.1526224
WONG, C., ODOM, S. L., HUME, K., COX, A. W., FETTIG, A., KUCHARCZYK, S., BROCK, M. E., PLAVNICK, J. B., FLEURY, V. P. y SCHULTZ, T. R. (2015). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder: a comprehensive review. Journal of Autism and Developmental Disorders, 45, 1951-1966. https://doi.org/10.1007/s10803-014-2351-z
WONG, C., ODOM, S. L., HUME, K., COX, A. W., FETTIG, A., KUCHARCZYK, S. y SCHULTZ, T. R. (2014). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. University of North Carolina.
WOOD, J. J., MCLEOD, B. D., KLEBANOFF, S. y BROOKMAN-FRAZEE, L. (2015). Toward the implementation of Evidence-based interventions for youth with Autism Spec-trum Disorders in schools and community agencies. Behaviour Therapy, 46(1), 83-95. https://doi: 10.1016/j.beth.2014.07.003
Larraceleta-González, A., Castejón-Fernández, L., Iglesias-García, M.-T., & Núñez-Pérez, J. C. (2022). Un estudio de las necesidades de formación del profesorado en las prácticas basadas en evidencias científicas en el ámbito del alumnado con trastorno del espectro del autismo. Siglo Cero, 53(2), 125–144. https://doi.org/10.14201/scero2022532125144
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