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Nombre del Autor/es

Serrada-Tejeda, S., Santos-del-Riego, S., May-Benson, T., y Pérez-de-Heredia-Torres, M.

Título del artículo en castellano

Influencia de la Praxis Ideacional en el Desarrollo del Juego y la Conducta Adaptativa de Niños con Trastorno del Espectro Autista: Un Análisis Comparativo

Título del Artículo en inglés

Influence of Ideational Praxis on the Development of Play and Adaptive Behavior of Children with Autism Spectrum Disorder: A Comparative Analysis

Nombre de la revista

International Journal Environmental Research and Public Health

Año de publicación

2021

Volumen de la revista

18(11)

Páginas de la revista

Palabras Claves

autism spectrum disorder, trastorno del espectro autista, ideational praxis, praxis ideatoria, play, juego, playfulness, adaptive behavior, y comportamiento adaptativo

DOI

https://doi.org/10.3390/ijerph18115704

Resumen en castellano

Resumen en inglés

Background: Traditionally, assessment of praxis skills in children with ASD has focused on the evaluation of aspects related to the planning and execution of actions. This study aimed to evaluate the ideational abilities of children with ASD and analyze possible relationships with the development of play and adaptive behaviors. Methods: 40 children between 4 to 6 years (TD = 20; ASD = 20) were evaluated with the Test of Ideational Praxis, the Revised Knox Preschool Play Scale, and the Adaptive Behavior Assessment System II. Results: Statistically significant relationships were obtained between ideational praxis and play skills development (r = 0.649; p = 0.01), adaptive leisure behavior (r = 0.338; p = 0.04) and social adaptive behavior (r = 0.319; p = 0.04). Results of multiple linear regression models found a linear relationship between ideational praxis and play development (p = 0.005) and adaptive leisure skills (p = 0.004), but not with social interaction skills (p > 0.05). Conclusions: Objective evaluation with a specific ideational praxis assessment facilitates understanding of the ideational abilities and widens understanding of praxis skills and their impact on play and adaptive behaviors in children with ASD.

Referencia bibliográfica


Volver al Listado

Contactar con el autor

Abrir URL Artículo

Nombre del Autor/es

Serrada-Tejeda, S., Santos-del-Riego, S., May-Benson, T., y Pérez-de-Heredia-Torres, M.

Título del artículo en castellano

Influencia de la Praxis Ideacional en el Desarrollo del Juego y la Conducta Adaptativa de Niños con Trastorno del Espectro Autista: Un Análisis Comparativo

Título del Artículo en inglés

Influence of Ideational Praxis on the Development of Play and Adaptive Behavior of Children with Autism Spectrum Disorder: A Comparative Analysis

Nombre de la revista

International Journal Environmental Research and Public Health

Año de publicación

2021

Volumen de la revista

18(11)

Páginas de la revista

Palabras Claves

autism spectrum disorder, trastorno del espectro autista, ideational praxis, praxis ideatoria, play, juego, playfulness, adaptive behavior, y comportamiento adaptativo

DOI

https://doi.org/10.3390/ijerph18115704

Resumen en castellano

Resumen en inglés

Background: Traditionally, assessment of praxis skills in children with ASD has focused on the evaluation of aspects related to the planning and execution of actions. This study aimed to evaluate the ideational abilities of children with ASD and analyze possible relationships with the development of play and adaptive behaviors. Methods: 40 children between 4 to 6 years (TD = 20; ASD = 20) were evaluated with the Test of Ideational Praxis, the Revised Knox Preschool Play Scale, and the Adaptive Behavior Assessment System II. Results: Statistically significant relationships were obtained between ideational praxis and play skills development (r = 0.649; p = 0.01), adaptive leisure behavior (r = 0.338; p = 0.04) and social adaptive behavior (r = 0.319; p = 0.04). Results of multiple linear regression models found a linear relationship between ideational praxis and play development (p = 0.005) and adaptive leisure skills (p = 0.004), but not with social interaction skills (p > 0.05). Conclusions: Objective evaluation with a specific ideational praxis assessment facilitates understanding of the ideational abilities and widens understanding of praxis skills and their impact on play and adaptive behaviors in children with ASD.

Referencia bibliográfica


Volver al Listado

Contactar con el autor

Abrir URL Artículo

Nombre del Autor/es

Serrada-Tejeda, S., Santos-del-Riego, S., May-Benson, T., y Pérez-de-Heredia-Torres, M.

Título del artículo en castellano

Influencia de la Praxis Ideacional en el Desarrollo del Juego y la Conducta Adaptativa de Niños con Trastorno del Espectro Autista: Un Análisis Comparativo

Título del Artículo en inglés

Influence of Ideational Praxis on the Development of Play and Adaptive Behavior of Children with Autism Spectrum Disorder: A Comparative Analysis

Nombre de la revista

International Journal Environmental Research and Public Health

Año de publicación

2021

Volumen de la revista

18(11)

Páginas de la revista

Palabras Claves

autism spectrum disorder, trastorno del espectro autista, ideational praxis, praxis ideatoria, play, juego, playfulness, adaptive behavior, y comportamiento adaptativo

DOI

https://doi.org/10.3390/ijerph18115704

Resumen en castellano

Resumen en inglés

Background: Traditionally, assessment of praxis skills in children with ASD has focused on the evaluation of aspects related to the planning and execution of actions. This study aimed to evaluate the ideational abilities of children with ASD and analyze possible relationships with the development of play and adaptive behaviors. Methods: 40 children between 4 to 6 years (TD = 20; ASD = 20) were evaluated with the Test of Ideational Praxis, the Revised Knox Preschool Play Scale, and the Adaptive Behavior Assessment System II. Results: Statistically significant relationships were obtained between ideational praxis and play skills development (r = 0.649; p = 0.01), adaptive leisure behavior (r = 0.338; p = 0.04) and social adaptive behavior (r = 0.319; p = 0.04). Results of multiple linear regression models found a linear relationship between ideational praxis and play development (p = 0.005) and adaptive leisure skills (p = 0.004), but not with social interaction skills (p > 0.05). Conclusions: Objective evaluation with a specific ideational praxis assessment facilitates understanding of the ideational abilities and widens understanding of praxis skills and their impact on play and adaptive behaviors in children with ASD.

Referencia bibliográfica