Entrenamiento relacional para niños, niñas y adolescentes con trastornos del espectro autista: revisión breve

Los trastornos del espectro autista (TEA) son una categoría diagnóstica del DSM-V que engloba el autismo, el síndrome de Asperger y los trastornos generalizados y no especificados del desarrollo. La teoría de marcos relacionales (RFT) plantea que los déficits en la comunicación e interacción social...

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Autores:
Sierra, Marco Alejandro
Ortiz, Eliana Ivette
Tipo de recurso:
Part of book
Fecha de publicación:
2021
Institución:
Universidad Católica de Colombia
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RIUCaC - Repositorio U. Católica
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spa
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https://hdl.handle.net/10983/26849
https://www.doi.org/10.14718/9789585133808.2021.6
Palabra clave:
TRASTORNOS DEL ESPECTRO AUTISTA
ENTRENAMIENTO RELACIONAL
TEORÍA DE MARCOS RELACIONALES
REVISIÓN RÁPIDA
DESCRIPTIVO
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dc.title.spa.fl_str_mv Entrenamiento relacional para niños, niñas y adolescentes con trastornos del espectro autista: revisión breve
title Entrenamiento relacional para niños, niñas y adolescentes con trastornos del espectro autista: revisión breve
spellingShingle Entrenamiento relacional para niños, niñas y adolescentes con trastornos del espectro autista: revisión breve
TRASTORNOS DEL ESPECTRO AUTISTA
ENTRENAMIENTO RELACIONAL
TEORÍA DE MARCOS RELACIONALES
REVISIÓN RÁPIDA
DESCRIPTIVO
title_short Entrenamiento relacional para niños, niñas y adolescentes con trastornos del espectro autista: revisión breve
title_full Entrenamiento relacional para niños, niñas y adolescentes con trastornos del espectro autista: revisión breve
title_fullStr Entrenamiento relacional para niños, niñas y adolescentes con trastornos del espectro autista: revisión breve
title_full_unstemmed Entrenamiento relacional para niños, niñas y adolescentes con trastornos del espectro autista: revisión breve
title_sort Entrenamiento relacional para niños, niñas y adolescentes con trastornos del espectro autista: revisión breve
dc.creator.fl_str_mv Sierra, Marco Alejandro
Ortiz, Eliana Ivette
dc.contributor.author.none.fl_str_mv Sierra, Marco Alejandro
Ortiz, Eliana Ivette
dc.subject.proposal.spa.fl_str_mv TRASTORNOS DEL ESPECTRO AUTISTA
ENTRENAMIENTO RELACIONAL
TEORÍA DE MARCOS RELACIONALES
REVISIÓN RÁPIDA
DESCRIPTIVO
topic TRASTORNOS DEL ESPECTRO AUTISTA
ENTRENAMIENTO RELACIONAL
TEORÍA DE MARCOS RELACIONALES
REVISIÓN RÁPIDA
DESCRIPTIVO
description Los trastornos del espectro autista (TEA) son una categoría diagnóstica del DSM-V que engloba el autismo, el síndrome de Asperger y los trastornos generalizados y no especificados del desarrollo. La teoría de marcos relacionales (RFT) plantea que los déficits en la comunicación e interacción social presentes en los TEA surgen por un déficit en el establecimiento de los repertorios de conducta relacional del individuo, debido a la forma en que el ambiente configura las contingencias que los establecen y mantienen en nuevos contextos y situaciones. El entrenamiento relacional permite fomentar habilidades relacionales por medio del establecimiento de relaciones arbitrarias entre estímulos abstractos o familiares de cara al mejoramiento de la proficiencia verbal y cognitiva del participante. La presente revisión describe las características principales, los procedimientos y los resultados obtenidos en estudios que presentan la aplicación de protocolos de entrenamiento relacional para el mejoramiento de alguna habilidad relacional en niños, niñas y adolescentes diagnosticados con TEA.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-11-26T15:42:58Z
dc.date.available.none.fl_str_mv 2021-11-26T15:42:58Z
dc.date.issued.none.fl_str_mv 2021
dc.type.spa.fl_str_mv Capítulo - Parte de Libro
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dc.identifier.citation.none.fl_str_mv Sierra, M. A. & Ortiz, E. I. (2021). Entrenamiento relacional para niños, niñas y adolescentes con trastornos del espectro autista: revisión breve. En Londoño-Pérez, C. & Peña-Sarmiento, M. (Eds.). (2021). Perspectivas de investigación psicológica: aportes a la comprensión e intervención de problemas sociales. (pp. 93-110). Bogotá: Editorial Universidad Católica de Colombia
dc.identifier.isbn.none.fl_str_mv 978-958-5133-79-2 (impreso)
978-958-5133-80-8 (digital)
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10983/26849
dc.identifier.url.none.fl_str_mv https://www.doi.org/10.14718/9789585133808.2021.6
identifier_str_mv Sierra, M. A. & Ortiz, E. I. (2021). Entrenamiento relacional para niños, niñas y adolescentes con trastornos del espectro autista: revisión breve. En Londoño-Pérez, C. & Peña-Sarmiento, M. (Eds.). (2021). Perspectivas de investigación psicológica: aportes a la comprensión e intervención de problemas sociales. (pp. 93-110). Bogotá: Editorial Universidad Católica de Colombia
978-958-5133-79-2 (impreso)
978-958-5133-80-8 (digital)
url https://hdl.handle.net/10983/26849
https://www.doi.org/10.14718/9789585133808.2021.6
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dc.relation.ispartof.none.fl_str_mv Londoño-Pérez, C. & Peña-Sarmiento, M. (Eds.). (2021). Perspectivas de investigación psicológica: aportes a la comprensión e intervención de problemas sociales. Editorial Universidad Católica de Colombia.
dc.relation.ispartofbook.spa.fl_str_mv Perspectivas de investigación psicológica: aportes a la comprensión e intervención de problemas sociales
dc.relation.ispartofseries.none.fl_str_mv Colección Logos Vestigium;no. 13
dc.relation.references.spa.fl_str_mv American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Pub.
Axe, J. B. (2015). Combining concepts from verbal behavior and derived relational responding produces efficient language instruction for children with autism. Evidence-Based Communication Assessment and Intervention, 9(3), 106-112. https://doi.org/10.1080/17 489539.2016.1153813
Baltruschat, L., Hasselhorn, M., Tarbox, J., Dixon, D. R., Najdowski, A. C., Mullins, R. D., & Gould, E. R. (2011). Addressing working memory in children with autism through behavioral intervention. Research in Autism Spectrum Disorders, 5(1), 267-276. https:// doi.org/10.1016/j.rasd.2010.04.008
Baltruschat, L., Hasselhorn, M., Tarbox, J., Dixon, D. R., Najdowski, A., Mullins, R. D., & Gould, E. (2012). The effects of multiple exemplar training on a working memory task involving sequential responding in children with autism. The Psychological Record, 62(3), 549-562. https://doi.org/10.1007/bf03395820
Barnes, D. (1994). Stimulus equivalence and relational frame theory. The Psychological Record, 44, 91-124.
Belisle, J., Dixon, M. R., Stanley, C. R., Munoz, B., & Daar, J. H. (2016). Teaching foundational perspective-taking skills to children with autism using the PEAK-T curriculum: single- reversal “I-You” deictic frames. Journal of Applied Behavior Analysis, 49(4), 965-969. https://doi.org/10.1002/jaba.324
Berens, N. M., & Hayes, S. C. (2007). Arbitrarily applicable comparative relations: experimental evidence for a relational operant. Journal of Applied Behavior Analysis, 40(1), 45-71. https://doi.org/10.1901/jaba.2007.7-06
Corbett, O., Hayes, J., Stewart, I., & McElwee, J. (2017). Assessing and training children with autism spectrum disorder using the relational evaluation procedure (REP). Journal of Contextual Behavioral Science, 6(2), 202-207. https://doi.org/10.1016/j.jcbs.2017.02.007
Daar, J. H., Negrelli, S., & Dixon, M. R. (2015). Derived emergence of WH question–answers in children with autism. Research in Autism Spectrum Disorders, 19, 59-71. https://doi. org/10.1016/j.rasd.2015.06.004
Dixon, M. R., Belisle, J., Stanley, C. R., Munoz, B. E., & Speelman, R. C. (2017). Establishing derived coordinated symmetrical and transitive gustatory-visual-auditory relations in children with autism and related intellectual disabilities using the PEAK-E curriculum. Journal of Contextual Behavioral Science, 6(1), 91-95. https://doi.org/10.1016/j. jcbs.2016.11.001
Dymond, S., Ching-Ng, T. C., & Whelan, R. (2013). Establishing arbitrarily applicable relations of same and opposite with the relational completion procedure: selection-based feedback. The Psychological Record, 63(1), 111-130. https://doi.org/10.11133/j. tpr.2013.63.1.009
Gilroy, S. P., Lorah, E. R., Dodge, J., & Fiorello, C. (2015). Establishing deictic repertoires in autism. Research in Autism Spectrum Disorders, 19, 82-92. https://doi.org/10.1016/j. rasd.2015.04.004
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Gorham, M., Barnes-Holmes, Y., Barnes-Holmes, D., & Berens, N. (2009). Derived comparative and transitive relations in young children with and without autism. The Psychological Record, 59(2), 221-246. https://doi.org/10.1007/bf03395660
Hayes, S.C., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post-Skinnerian account of human language and cognition. Kluwer Academic/Plenum.
Hayes, S. C., Barnes-Holmes, D., & Wilson, K. G. (2012). Contextual behavioral science: Creating a science more adequate to the challenge of the human condition. Journal of Contextual Behavioral Science, 1(1-2), 1-16. https://doi.org/10.1016/j.jcbs.2012.09.004
Jackson, M. L., Mendoza, D. R., & Adams, A. N. (2014). Teaching a deictic relational repertoire to children with autism. The Psychological Record, 64(4), 791-802. https://doi. org/10.1007/s40732-014-0078-z
Jahr, E. (2001). Teaching children with autism to answer novel wh-questions by utilizing a multiple exemplar strategy. Research in Developmental Disabilities, 22(5), 407-423. https:// doi.org/10.1016/s0891-4222(01)00081-6
Kenny, N., Barnes-Holmes, D., & Stewart, I. (2014). Competing arbitrary and non-arbitrary relational responding in normally developing children and children diagnosed with autism. The Psychological Record, 64(4), 755-768. https://doi.org/10.1007/s40732-014- 0042-y
Levin, M. E., Twohig, M .P., & Smith, B. M. (2015). Contextual behavioral science: An overview. En R. D. Zettle, S. C. Hayes, D., Barnes-Holmes & A. Biglan (Eds.), The Wiley handbook of contextual behavioral science (pp. 17-36). Wiley-Blackwell. https://doi. org/10.1002/9781118489857.ch3
Lovett, S., & Rehfeldt, R. A. (2014). An evaluation of multiple exemplar instruction to teach perspective-taking skills to adolescents with Asperger Syndrome. Behavioral Development Bulletin, 19(2), 22-36. https://doi.org/10.1037/h0100575
Luciano, C., Gómez-Becerra, I., & Rodríguez-Valverde, M. (2007). The role of multiple-exemplar training and naming in establishing derived equivalence in an infant. Journal of Experimental Analysis of Behavior, 87, 349-365.
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McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D. (2004). Perspective-taking as relational responding: A developmental profile. The Psychological Record, 54, 115-144.
McKeel, A. N., Dixon, M. R., Daar, J. H., Rowsey, K. E., & Szekely, S. (2015). Evaluating the efficacy of the PEAK relational training system using a randomized controlled trial of children with autism. Journal of Behavioral Education, 24(2), 230-241. https://doi. org/10.1007/s10864-015-9219-y
Ming, S., Mulhern, T., Stewart, I., Moran, L., & Bynum, K. (2017). Training class inclusion responding in typically developing children and individuals with autism. Journal of Applied Behavior Analysis, 51(1), 53-60. https://doi.org/10.1002/jaba.429
Ming, S., Stewart, I., McElwee, J., & Bynum, K. (2015). Contextual control over derived relational responding in a teenager with autism. Research in Autism Spectrum Disorders, 19, 7-17. https://doi.org/10.1016/j.rasd.2015.03.003
Moran, L., Stewart, I., McElwee, J., & Ming, S. (2010). Brief Report: The Training and assessment of relational precursors and abilities (TARPA): A preliminary analysis. Journal of Autism and Developmental Disorders, 40(9), 1149-1153. https://doi.org/10.1007/ s10803-010-0968-0
Moran, L., Stewart, I., McElwee, J., & Ming, S. (2014). Relational ability and language performance in children with autism spectrum disorders and typically developing children: A further test of the TARPA protocol. The Psychological Record, 64(2), 233-251. https:// doi.org/10.1007/s40732-014-0032-0
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Rehfeldt, R. A., Dillen, J. E., Ziomek, M. M., & Kowalchuk, R. K. (2007). Assessing relational learning deficits in perspective-taking in children with high-functioning Autism Spectrum Disorder. The Psychological Record, 57(1), 23-47. https://doi.org/10.1007/ bf03395563
Rowsey, K. E., Belisle, J., & Dixon, M. R. (2014). Principal component analysis of the PEAK relational training system. Journal of Developmental and Physical Disabilities, 27(1), 15- 23. https://doi.org/10.1007/s10882-014-9398-9
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Walsh, S., Horgan, J., May, R. J., Dymond, S., & Whelan, R. (2013). Facilitating relational framing in children and individuals with developmental delay using the relational completion procedure. Journal of the Experimental Analysis of Behavior, 101(1), 51-60. https:// doi.org/10.1002/jeab.66
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spelling Sierra, Marco Alejandroc37875cf-f411-4619-9ba0-388d7b2b31fe-1Ortiz, Eliana Ivette10c3a195-540a-4fcd-82c3-1e2a2dec24ae-12021-11-26T15:42:58Z2021-11-26T15:42:58Z2021Los trastornos del espectro autista (TEA) son una categoría diagnóstica del DSM-V que engloba el autismo, el síndrome de Asperger y los trastornos generalizados y no especificados del desarrollo. La teoría de marcos relacionales (RFT) plantea que los déficits en la comunicación e interacción social presentes en los TEA surgen por un déficit en el establecimiento de los repertorios de conducta relacional del individuo, debido a la forma en que el ambiente configura las contingencias que los establecen y mantienen en nuevos contextos y situaciones. El entrenamiento relacional permite fomentar habilidades relacionales por medio del establecimiento de relaciones arbitrarias entre estímulos abstractos o familiares de cara al mejoramiento de la proficiencia verbal y cognitiva del participante. La presente revisión describe las características principales, los procedimientos y los resultados obtenidos en estudios que presentan la aplicación de protocolos de entrenamiento relacional para el mejoramiento de alguna habilidad relacional en niños, niñas y adolescentes diagnosticados con TEA.1a. ed.18 páginasapplication/pdfSierra, M. A. & Ortiz, E. I. (2021). Entrenamiento relacional para niños, niñas y adolescentes con trastornos del espectro autista: revisión breve. En Londoño-Pérez, C. & Peña-Sarmiento, M. (Eds.). (2021). Perspectivas de investigación psicológica: aportes a la comprensión e intervención de problemas sociales. (pp. 93-110). Bogotá: Editorial Universidad Católica de Colombia978-958-5133-79-2 (impreso)978-958-5133-80-8 (digital)https://hdl.handle.net/10983/26849https://www.doi.org/10.14718/9789585133808.2021.6spaEditorial Universidad Católica de ColombiaBogotá11093Londoño-Pérez, C. & Peña-Sarmiento, M. (Eds.). (2021). Perspectivas de investigación psicológica: aportes a la comprensión e intervención de problemas sociales. Editorial Universidad Católica de Colombia.Perspectivas de investigación psicológica: aportes a la comprensión e intervención de problemas socialesColección Logos Vestigium;no. 13American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Pub.Axe, J. B. (2015). Combining concepts from verbal behavior and derived relational responding produces efficient language instruction for children with autism. Evidence-Based Communication Assessment and Intervention, 9(3), 106-112. https://doi.org/10.1080/17 489539.2016.1153813Baltruschat, L., Hasselhorn, M., Tarbox, J., Dixon, D. R., Najdowski, A. C., Mullins, R. D., & Gould, E. R. (2011). Addressing working memory in children with autism through behavioral intervention. Research in Autism Spectrum Disorders, 5(1), 267-276. https:// doi.org/10.1016/j.rasd.2010.04.008Baltruschat, L., Hasselhorn, M., Tarbox, J., Dixon, D. R., Najdowski, A., Mullins, R. D., & Gould, E. (2012). The effects of multiple exemplar training on a working memory task involving sequential responding in children with autism. The Psychological Record, 62(3), 549-562. https://doi.org/10.1007/bf03395820Barnes, D. (1994). Stimulus equivalence and relational frame theory. The Psychological Record, 44, 91-124.Belisle, J., Dixon, M. R., Stanley, C. R., Munoz, B., & Daar, J. H. (2016). Teaching foundational perspective-taking skills to children with autism using the PEAK-T curriculum: single- reversal “I-You” deictic frames. Journal of Applied Behavior Analysis, 49(4), 965-969. https://doi.org/10.1002/jaba.324Berens, N. M., & Hayes, S. C. (2007). Arbitrarily applicable comparative relations: experimental evidence for a relational operant. Journal of Applied Behavior Analysis, 40(1), 45-71. https://doi.org/10.1901/jaba.2007.7-06Corbett, O., Hayes, J., Stewart, I., & McElwee, J. (2017). Assessing and training children with autism spectrum disorder using the relational evaluation procedure (REP). Journal of Contextual Behavioral Science, 6(2), 202-207. https://doi.org/10.1016/j.jcbs.2017.02.007Daar, J. H., Negrelli, S., & Dixon, M. R. (2015). Derived emergence of WH question–answers in children with autism. Research in Autism Spectrum Disorders, 19, 59-71. https://doi. org/10.1016/j.rasd.2015.06.004Dixon, M. R., Belisle, J., Stanley, C. R., Munoz, B. E., & Speelman, R. C. (2017). Establishing derived coordinated symmetrical and transitive gustatory-visual-auditory relations in children with autism and related intellectual disabilities using the PEAK-E curriculum. Journal of Contextual Behavioral Science, 6(1), 91-95. https://doi.org/10.1016/j. jcbs.2016.11.001Dymond, S., Ching-Ng, T. C., & Whelan, R. (2013). 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Psicothema, 27(2), 120-127. https://doi.org/10.7334/psicothema2014.149Walsh, S., Horgan, J., May, R. J., Dymond, S., & Whelan, R. (2013). Facilitating relational framing in children and individuals with developmental delay using the relational completion procedure. Journal of the Experimental Analysis of Behavior, 101(1), 51-60. https:// doi.org/10.1002/jeab.66Derechos Reservados - Universidad Católica de Colombia, 2021info:eu-repo/semantics/openAccessAtribución-CompartirIgual 4.0 Internacional (CC BY-SA 4.0)https://creativecommons.org/licenses/by-sa/4.0/http://purl.org/coar/access_right/c_abf2link publicacionesTRASTORNOS DEL ESPECTRO AUTISTAENTRENAMIENTO RELACIONALTEORÍA DE MARCOS RELACIONALESREVISIÓN RÁPIDADESCRIPTIVOEntrenamiento relacional para niños, niñas y adolescentes con trastornos del espectro autista: revisión breveCapítulo - Parte de Librohttp://purl.org/coar/resource_type/c_3248Textinfo:eu-repo/semantics/bookParthttps://purl.org/redcol/resource_type/CAP_LIBinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85PublicationORIGINALPerspectivas de investigación psicológica-Capitulo 6.pdfPerspectivas de investigación psicológica-Capitulo 6.pdfPerspectivas de investigación psicológica-Capitulo 6application/pdf188170https://repository.ucatolica.edu.co/bitstreams/a16fcb66-a7ba-491c-8150-dfd83486e801/download287586039458443255b3d57aa069fca0MD51TEXTPerspectivas de investigación psicológica-Capitulo 6.pdf.txtPerspectivas de investigación psicológica-Capitulo 6.pdf.txtExtracted texttext/plain48340https://repository.ucatolica.edu.co/bitstreams/2ae3e816-81d2-4d29-b5d8-d5f2956a04ee/download3bfe1b58c1a9abb2ba009bd0707d26ebMD52THUMBNAILPerspectivas de investigación psicológica-Capitulo 6.pdf.jpgPerspectivas de investigación psicológica-Capitulo 6.pdf.jpgRIUCACimage/jpeg18090https://repository.ucatolica.edu.co/bitstreams/dff04e36-8852-4e3c-b2f1-5e6c95215092/download72ba955b92a5487b9085b6752d11889dMD5310983/26849oai:repository.ucatolica.edu.co:10983/268492023-03-24 14:37:34.256https://creativecommons.org/licenses/by-sa/4.0/Derechos Reservados - Universidad Católica de Colombia, 2021https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

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