Efectividad de intervenciones en la comunicación en niños con TEA. Una revisión teórica
Andrea Vanacloig López - Universitat de Valencia
Diana Marín Suelves - Universitat de Valencia - ORCID
María Martínez Antón - Universitat de Valencia
Resumen
El Trastorno del Espectro Autista conlleva importantes dificultades en la competencia comunicativa y social. En estas líneas se presentan los resultados de una revisión bibliográfica centrada en el análisis de la efectividad de intervenciones llevadas a cabo en los últimos años, cuyo objetivo fue la mejora de la competencia comunicativa en alumnado con trastorno del espectro autista (TEA). Tras la búsqueda en diferentes bases de datos se seleccionaron un total de 24 artículos. Se observa una mejora de las habilidades comunicativas de los participantes en todas las intervenciones examinadas y se plantean líneas futuras de investigación a partir de las bondades y limitaciones encontradas, así como pautas para el diseño de intervenciones basadas en la evidencia científica.
Palabra clave: TEA
Referencias
Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., ... & Law, J. (2012). The Social Communication Intervention Project: a randomized controlled trial of the effectiveness of speech and language therapy for school‐age children who have pragmatic and social communication problems with or without autism spectrum disorder. International Journal of Language & Communication Disorders, 47(3), 233-244.
Alcantud, F., & Alonso, Y. (2018). Trastornos del Espectro Autista: Manual de Intervención Psicoeducativa. Universitat de València, Valencia.
American Psychiatric Association. (1980). Diagnóstic and Statistical Manual of Mental Disorders, 3rd Edition. Washington: American Psychiatric Association.
American Psychiatric Association. (2013). Diagnóstic and Statistical Manual of Mental Disorders. 5th Edition. Washington: American Psychiatric Association.
Baixauli-Fortea, I., Roselló-Miranda, B., Berenguer-Forner, C., Colomer-Diago, C. y Sevilla, MG. (2017). Intervenciones para promover la comunicación social en niños con trastornos del espectro autista. Revista de Neurología, 64(Supl 1), 39-44.
Barber, AB., Saffo, RW., Gilpin, AT., Craft, LD., & Goldstein, H. (2016). Peers as clinicians: Examining the impact of stay play talk on social communication in young preschoolers with autism. Journal of Communication Disorders, 59, 1-15.
Bondy, AS., & Frost, LA. (1994). The picture exchange communication system. Focus on autistic behavior, 9(3), 1-19.
Bradshaw, J., Koegel, LK., & Koegel, RL. (2017). Improving functional language and social motivation with a parent-mediated intervention for toddlers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(8), 2443-2458.
Brown, JA., & Woods, JJ. (2016). Parent-implemented communication intervention: Sequential analysis of triadic relationships. Topics in Early Childhood Special Education, 36(2), 115-124.
Brown, JA., & Woods, JJ. (2016). Parent-implemented communication intervention: Sequential analysis of triadic relationships. Topics in Early Childhood Special Education, 36(2), 115-124.
Casenhiser, DM., Shanker, SG., & Stieben, J. (2013). Learning through interaction in children with autism: Preliminary data from asocial-communication-based intervention. Autism, 17(2), 220-241.
Chang, Y., Shire, SY., Shih, W., Gelfand, C., & Kasari, C. (2016). Preschool deployment of evidence-based social communication intervention: JASPER in the classroom. Journal of Autism and Developmental Disorders, 46(6), 2211-2223.
Consejería de Educación (2007). Guía para la Atención Educativa del Alumnado con Trastorno Generalizado de Desarrollo (Autismo). Recuperado de: http://espectroautista.info/ficheros/publicaciones/atencion-educativa-del-alumnado-con-TGD.pdf
Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., ... & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125(1), 17-23.
Dykstra, JR., Boyd, BA., Watson, LR., Crais, ER., & Baranek, GT. (2012). The impact of the Advancing Social-communication And Play (ASAP) intervention on preschoolers with autism spectrum disorder. Autism, 16(1), 27-44.
Flippin, M., Reszka, S., & Watson, LR. (2010). Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. American Journal of Speech-Language Pathology, 19(2), 178-195.
Fontao, MR. (2013). Caso clínico: intervención logopédica en un niño con dificultades en la interacción social, comunicación y lenguaje. Desenvolupament infantil i atenció precoç: revista de l'Associació catalana d'atenció precoç, 35, 1-9.
Fortea, MS., Escandell, MO., Castro, JJ. y Martos, J. (2015). Desarrollo temprano del lenguaje en niños pequeños con trastorno del espectro autista mediante el uso de sistemas alternativos. Revista de neurología, 60(1), 31-50.
García, MP. (2002). Trastornos de la comunicación en autismo. Revista Galego Portuguesa de psicoloxía e educación, 8, 409-4017.
Gattino, GS., Riesgo, RDS., Longo, D., Leite, JCL., & Faccini, LS. (2011). Effects of relational music therapy on communication of children with autism: a randomized controlled study. Nordic Journal of Music Therapy, 20(2), 142-154.
Green, J., Charman, T., McConachie, H., Aldred, C., Slonims, V., Howlin, P., ..., & Barrett, B. (2010). Parent-mediated communication-focused treatment in children with autism (PACT): a randomised controlled trial. The Lancet, 375, 2152-2160.
Haigh, SM., Walsh, JA., Mazefsky, CA., Minshew, NJ., & Eack, SM. (2018). Processing speed is impaired in adults with autism spectrum disorder and relates to social communication abilities. Journal of Autism and Developmental Disorders, 48(8), 2653-2662.
Hill, DA., & Flores, MM. (2014). Comparing the picture exchange communication system and the iPad™ for communication of students with autism spectrum disorder and developmental delay. TechTrends: Linking Research and Practice to Improve Learning, 58(3), 45-53.
Houghton, K., Schuchard, J., Lewis, C. y Thompson, CK. (2013). Promover la comunicación social iniciada por el niño en niños con autismo: Efectos de la intervención con el the son-rise program®. Journal of Communication Disorders, 46, 495-506.
Ingersoll, B., & Wainer, A. (2013). Initial efficacy of Project ImPACT: A parent-mediated social communication intervention for young children with ASD. Journal of Autism and Developmental Disorders, 43(12), 2943-2952.
Karanth, P., Shaista, S., & Srikanth, N. (2010). Efficacy of Communication DEALL—An indigenous early intervention program for children with autism spectrum disorders. The Indian Journal of Pediatrics, 77(9), 957-962.
Kasari, C., Kaiser, A., Goods, K., Nietfeld, J., Mathy, P., Landa, R., ..., & Almirall, D. (2014). Communication interventions for minimally verbal children with autism: A sequential multiple assignment randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry, 53(6), 635-646.
Krstovska, I., & Jones, EA. (2016). Social-communication intervention for toddlers with autism spectrum disorder: Eye gaze in the context of requesting and joint attention. Journal of Developmental and Physical Disabilities, 28(2), 289-316.
Landa, RJ., Holman, KC., O’neill, AH., & Stuart, EA. (2011). Intervention targeting development of socially synchronous engagement in toddlers with autism spectrum disorder: a randomized controlled trial. Journal of Child Psychology and Psychiatry, 52(1), 13-21.
Ley Orgánica de Mejora de la Calidad Educativa (LOMCE, 12/2013).
Marín, D., Lizcano, L. y García, C. (2016a). Software educativo para el desarrollo de la lectoescritura en el Aula de Comunicación y Lenguaje. DIM: Didáctica, Innovación y Multimedia, 34, 1-10.
Marín, D., Lizcano, L. y García, C. (2016b). Las aulas de comunicación y lenguaje: Características y formación del profesorado. Quaderns digitals: Revista de Nuevas Tecnologías y Sociedad, 83, 55-65.
Martos Pérez, J. y Paula Pérez, I. (2011). Una aproximación a las funciones ejecutivas en el trastorno del espectro autista. Revista de Neurología, 52(1), 147-53.
Monfort, I. (2009). Comunicación y lenguaje: bidireccionalidad en la intervención en niños con trastorno de espectro autista. Revista de Neurología, 48(2), 53-56.
Muzammal, MS., & Jones, EA. (2017). Social-communication intervention for toddlers with autism spectrum disorder: Effects on initiating joint attention and interactions with mother. Journal of Developmental and Physical Disabilities, 29(2), 203-221.
Poon, KK., & Sidhu, DJK. (2017). Adults with autism spectrum disorders: A review of outcomes, social attainment, and interventions. Current Opinion in Psychiatry, 30(2), 77-84.
Radley, KC., Jenson, WR., Clark, E., Hood, JA., & Nicholas, P. (2014). Using a multimedia social skills intervention to increase social engagement of young children with autism spectrum disorder. Intervention in School and Clinic, 50(1), 22-28.
Ramdoss, S., Lang, R., Mulloy, A., Franco, J., O’Reilly, M., Didden, R., & Lancioni, G. (2011). Use of computer-based interventions to teach communication skills to children with autism spectrum disorders: A systematic review. Journal of Behavioral Education, 20(1), 55-76.
Reetzke, R., Zou, X., Sheng, L., & Katsos, N. (2015). Communicative development in bilingually exposed Chinese children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 58(3), 813-825.
Reichow, B., & Volkmar, FR. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of autism and developmental disorders, 40(2), 149-166.
Rivière, Á. (1999). Lenguaje y autismo. En D. Valdez (coord.), Autismo, enfoques actuales para padres y profesionales de la salud y la educación (pp. 15-42). Buenos Aires: Fundec.
Rollins, P. R. (2018). Setting the stage: Creating a social pragmatic environment for toddlers with ASD and their caregivers. Revista De Logopedia, Foniatría y Audiología, 38(1), 14-23.
Romero, NL. (2017). A Pilot Study Examining a Computer-Based Intervention to Improve Recognition and Understanding of Emotions in Young Children with Communication and Social Deficits. Research in developmental disabilities, 65, 35-45.
Rose, V., Trembath, D., Keen, D., & Paynter, J. (2016). The proportion of minimally verbal children with autism spectrum disorder in a community‐based early intervention programme. Journal of Intellectual Disability Research, 60(5), 464-477.
Sanz-Cervera, P., Fernández-Andrés, MI., Pastor-Cerezuela, G., & Tárraga-Mínguez, R. (2018). Efectividad de las intervenciones basadas en metodología TEACCH en el trastorno del espectro autista: un estudio de revisión. Papeles del psicólogo, 39(1), 40-50.
Schaeffer, B., Musil, A., & Kollinzas, G. (1980). Total Communication: A signed speech program for non-verbal children. Research Press.
Siller, M., Hutman, T., & Sigman, M. (2013). A parent-mediated intervention to increase responsive parental behaviors and child communication in children with ASD: A randomized clinical trial. Journal of autism and developmental disorders, 43(3), 540-555.
Sowden, H., Perkins, M., & Clegg, J. (2011). Context and communication strategies in naturalistic behavioural intervention: A framework for understanding how practitioners facilitate communication in children with ASD. Child Language Teaching and Therapy, 27(1), 21-38.
Srinivasan, SM., Eigsti, I., Gifford, T., & Bhat, AN. (2016). The effects of embodied rhythm and robotic interventions on the spontaneous and responsive verbal communication skills of children with autism spectrum disorder (ASD): A further outcome of a pilot randomized controlled trial. Research in Autism Spectrum Disorders, 27, 73-87.
Tárraga, R. y Sanz-Cervera, P. (2016). La formación del profesorado ante la educación de los niños con necesidades educativas especiales. En Suárez, C.; Marín, D. y Palomares, D. (coords.) Retos de la educación en tiempos de cambio (253-276). Valencia, España: Tirant Lo Blanch.
Tárraga, R., Pastor, G., Tijeras, A., Sanz, P. y Fernández, I. (2018). Alumnado con trastorno del espectro autista. En Marín, D. y Fajardo, I. (cords.). (2018). Intervención en Alumnos con Necesidades Específicas de Apoyo Educativo (188-209). Valencia, España: Tirant Lo Blanch.
Tordera, JC. (2007). Trastorno de espectro autista: delimitación lingüística. Estudios de Lingüística de la Universidad de Alicante (ELUA), 21, 301-314.
Van der Meer, LA., & Rispoli, M. (2010). Communication interventions involving speech-generating devices for children with autism: A review of the literature. Developmental Neurorehabilitation, 13(4), 294-306.
Van der Paelt, S., Warreyn, P., & Roeyers, H. (2014). Effect of community interventions on social-communicative abilities of preschoolers with autism spectrum disorder. Developmental Neurorehabilitation, 19(3), 162-174.
Van, d. M., Sutherland, D., O'Reilly, MF., Lancioni, GE., & Sigafoos, J. (2012). A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(4), 1247-1257.
Yoder, PJ., & Lieberman, RG. (2010). Brief report: Randomized test of the efficacy of picture exchange communication system on highly generalized picture exchanges in children with ASD. Journal of Autism and Developmental Disorders, 40(5), 629-632.