Habilidades pragmáticas en la población con trastorno del espectro autista: una evaluación con perspectiva de género
Resumen El trastorno del espectro autista es una condición del neurodesarrollo donde se ven afectadas diversas áreas como la comunicación social y los comportamientos repetitivos. En dichas áreas se han mostrado diferencias sintomatológicas en personas con trastorno del espectro autista en función del género. Por ello, el objetivo de este estudio es analizar y comparar las habilidades pragmáticas en niños y adolescentes con TEA Gado 1 en función del género con la finalidad de conocer si existen diferencias entre ellos. En este estudio se analizó la competencia pragmática en una muestra formada por 60 participantes, donde se realizó una comparación de las puntuaciones obtenidas por los niños con TEA (n = 29) y las niñas con TEA (n = 31). Los resultados mostraron diferencias significativas entre ambos grupos, otorgando una discrepancia entre las habilidades pragmáticas que poseen los niños y las niñas con TEA Grado 1. Los resultados han puesto de manifiesto que el grupo de niñas con TEA presentaban mejores habilidades pragmáticas generales que el grupo de niños con TEA, aunque en algunas habilidades los niños han obtenido mayores puntuaciones. No obstante, la falta de estudios lingüísticos en relación con la perspectiva de género hace que seguir indagando e investigando en la presente línea sea una necesidad indispensable.
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Den Hartog, A., de la Roche, L., Derby, B., Psaradellis, E. y Kelley, E. (2023). A scoping review of sex/gender differences in pragmatic language and friendship characteristics in autistic children and adolescents. Research in Autism Spectrum Disorders, 108, e102229. https://doi.org/10.1016/j.rasd.2023.102229
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Hartley, S. L. y Sikora, D. M. (2009). Sex differences in autism spectrum disorder: An examination of developmental functioning, autistic symptoms, and coexisting behavior problems in toddlers. Journal of Autism and Developmental Disorders, 39(12), 1715-1722. https://doi.org/10.1007/s10803-009-0810-8
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Kauschke, C., van der Beek, B. y Kamp-Becker, I. (2016). Narratives of girls and boys with autism spectrum disorders: Gender differences in narrative competence and internal state language. Journal of Autism and Developmental Disorders, 46(3), 840-852. https://doi.org/10.1007/s10803-015-2620-5
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Maccoby, E. E. (2002). Gender and group process: A developmental perspective. Current Directions in Psychological Science, 11(2), 54-58. https://doi.org/10.1111/14678721.00167
May, T., Cornish, K. y Rinehart, N. (2014). Does Gender Matter? A One year follow up of autistic, attention and anxiety symptoms in high-functioning children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(5), 1077-1086. https://doi.org/10.1007/s10803-013-1964-y
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Miniscalco, C. y Carlsson, E. (2022). A longitudinal case study of six children with autism and specified language and non-verbal profiles. Clinical Linguistics and Phonetics, 36 (4-5), 398-416. https://doi.org/10.1080/02699206.2021.1874536
Nishimura, T., Takahashi, N., Okumura, A., Harada, T., Iwabuchi, T., Nakayasu, C., ... y Tsuchiya, K. J. (2023). Sex differences in neurodevelopmental trajectories in children with different levels of autistic traits. Psychiatry and Clinical Neurosciences, 77(5), 282-289. https://doi.org/10.1111/pcn.13529
Norbury, C. F. y Bishop, D. V. M. (2003). Narrative skills of children with communication impairments. International Journal of Language and Communication Disorders, 38(3), 287-313. https://doi.org/10.1080/136820310000108133
Norbury, C. F, Gemmell, T. y Paul, R. (2014). Pragmatics abilities in narrative production: A cross-disorder comparison. Journal of Child Language, 3(41), 485-510. https://doi.org/10.1017/S030500091300007X
Parish-Morris, J., Liberman, M. Y., Cieri, C., Herrington, J. D., Yerys, B. E., Bateman, L., Donaher, J., Ferguson, E., Pandey, J. y Schultz, R. T. (2017). Linguistic camouflage in girls with autism spectrum disorder. Molecular Autism, 8, 1-12. https://doi.org/10.1186/s13229-017-0164-6
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Reindal, L., Nærland, T., Weidle, B., Lydersen, S., Andreassen, O. A. y Sund, A. M. (2023). Structural and pragmatic language impairments in children evaluated for autism spectrum disorder (ASD). Journal of Autism and Developmental Disorders, 53(2), 701-719. https://doi.org/10.1007/s10803-020-04853-1
Reynoso, C., Rangel. M. J. y Melgar, V. (2017). El trastorno del espectro autista: aspectos etiológicos, diagnósticos y terapéuticos. Revista Médica del Instituto Mexicano del Seguro Social, 2(55), 214-222.
Rojas, V., Rivera, A. y Nilo, N. (2019). Actualización en diagnóstico e intervención temprana del trastorno del espectro autista. Revista Chilena de Pediatría, 90(5), 478-484. https://doi.org/10.32641/rchped.v90i5.1294
Rose, A. J. y Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin, 132(1), 98-131. https://doi.org/10.1037/0033-2909.132.1.98
Rosello, B., Berenguer, C., Baixauli, I., García, R. y Miranda, A. (2020). Theory of Mind Profiles in children with autism spectrum disorder: Adaptive/social skills and pragmatic competence. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.567401
Sandoval, M. L. (2002). Pierre Bourdieu y la teoría sobre la dominación masculina. Revista Colombiana de Sociología, 7(1), 55-72.
Schmidlin, R. (1999). Wie deutschschweizer kinder schreiben und erzählen lernen. Textstruktur und lexik von kindertexten aus der deutschschweiz und aus deutschland. Francke.
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