Autism spectrum disorder
The program Unstuck & On target to increase the cognitive flexibility in children with this diagnostic
Keywords:
autism spectrum disorder, cognitive neuroscience, Unstuck & On target program, cognitive flexibility, executive functionAbstract
In Venezuela works different organizations, institutions and centers where care is given to children diagnosed with Autism Spectrum Disorder (ASD). However, there are few institutions where teach the parents how to interact with infants who have ASD. This shortage creates a gap in the tutorial action of parenting, in which the parents lack of the assertive tools to reorient healthier ways of the family as a whole. Hence in this article we have set as a goal: to present the Unstuck & On target (UOT) program by Cannon Kenworthy, Alexander, Adler-Werner and Anthony (2011) to increase cognitive flexibility and executive functions of children with ASD. To achieve this objective a review of the literature was conducted, with emphasis on two converging aspects a) review of contributions of neuroscience to incorporate some findings in the everyday life of children diagnosed with ASD, b) The Unstuck & On target (UOT) that focuses on the provision of cognitive flexibility. It concludes: ASD is a complex disorder of health that can ensure the successful integration of children with the syndrome in the society and the control of symptoms when the syndrome is detected early and the psychoeducation is served parents, and the children with this complex developmental disorder.
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References
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Farley, M.A., McMahon, W.M., Fombonne, E., Jenson, W.R., Miller, J., Gardner, M., Block, H., Pingree, C.B., Ritvo, E.R., Ritvo, R.A., Coon, H. (2009). Twenty-year outcome for individuals with autism and average or near-average cognitive abilities. Autism Research, 2, 109–118. DOI: 10.1002/aur.69
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Martos, J. (2011). Autismo y trastornos del espectro autista. Definición, génesis del trastorno y explicaciones psicológicas. En Valdez D. y Ruggieri V. L (Comps.), Autismo: del diagnóstico al tratamiento (pp. 19-45). Buenos Aires: Paidós.
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Purves, D, Augustine, G, Fitzpztrick, D; Katz, L. LaMantia, A-S, & McNamara, J (2001). Invitación a la neurociencia. Bogota: Panamericana.
Ríos, M., Periáñez, J.A., Muñoz-Céspedes, J.M. (2004). Attentional control and slowness of information processing after severe traumatic brain injury. Brain Inj; 18: 257-72.
Robinson, S., Goddard, L., Dritschel B., Wisley B., y Howlin P. (2009). Executive functions in children with Autism Spectrum Disorder. Brain and Cognition, 71, pp. 362-368. doi: 10.1016/j.bandc.2009.06.007
Rogers, S.J., y Bennetto, L. (2000). Intersubjectivity in autism: The roles of imitation and executive function. In S.F. Warren & J. Reichle (Series Eds.) & A.P. Wetherby & B. Prizant (Vol. Eds.), Communication and language intervention series: Vol. 9. Autism spectrum disorders: A transactional developmental perspective (pp. 79–108).
Sallows, GO. y Graupner, TD. (2005). Intensive behavioral treatment for children with autism: four-year outcome and predictors. American Journal of Mental Retardation, 110(6), 417-38. doi: 10.1352/0895-8017(2005)110[417:IBTFCW]2.0.CO;2
Siegel, D. y Payne, T. (2013). El cerebro del niño. 12 estrategias revolucionarias para cultivar la mente en desarrollo de tu hijo. Barcelona: Alba.
Tresguerres, J; Ariznavarreta, C; Cachofeiro, V; Cardinali, D; Escrich, E; Gil-Loyzaga P; Lahera-Juliá, V; Mora-Terurl, F; Romano-Pardo, M y Tamargo-Maenendéz, J. (2005) Fisiología Humana. México: Mc Graw Hill.
Vera, A (2013) “El Don: la esencia del cerebro humano” Real academia de medicina Zaragoza. DOI: http://www.ramz.es/WebRAMZ/archivos/Discurso%20VERA%20v3.pdf
Wilber, Kent; Bohm, David; Pribram, Karl; Capra, Fritjof; Fergunson, Marilyn y Weber, Rene (2001). El paradigma Holográfico, Barcelona: Cairos.
Aparcedo, M. (2015). Apoyo Conductual Positivo. Taller teórico-práctico Fundación Psicoeducativa, Barquisimeto, Lara, julio. (paper).
Bohm, D (1998). La totalidad y el orden implicado Barcelona: Kairós.
Cannon, L., Kenworthy, L., Alexander, K. C., Adler, M. & Anthony, L. (2011). Unstuck and on target! An executive function curriculum to improve flexibility for children with autism spectrum disorders. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285.
Carvajal, B. (2001) “La neurociencia hoy. Un estudio de la estructura y funciones del cerebro humano”. Revista: ARGOS. Nº 35. / pp. 131-158.
Carvajal, B. (2013). “Creatividad e Intuición en la Praxis Metodológica. Reflexión a la luz de la neurociencia cognitiva”. Revista Telos. Vol. 15 (1) / pp. 77 - 90, Universidad Rafael Belloso Chacín. Maracaibo. Estado Zulia.
Christensen D.L., Baio J., Braun K.V., Van Naarden K, Bilder, D., Charles, J., Constantino, J.N., Daniels, J., Durkin, M.S., Fitzgerald, R.T., Kurzius-Spencer, M., Lee, L-C., Pettygrove, S., Robinson, C., Schulz, E., Wells, C., Wingate, M.S., Zahorodny, W., & Yeargin-Allsopp, M. (2016). Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2012. MMWR Surveill Summ, 65 (No. SS-3) (No. SS-3):1–23. DOI: http://dx.doi.org/10.15585/mmwr.ss6503a1
Crick, F (1981) “Reflexiones en torno al cerebro”. En: Libros de investigación y ciencia, pp 220.228 Barcelona: Labor
Emerson, E. (1995). Challenging Behaviour: Analysis and Intervention in People with Learning Disabilities. New York: Cambridge University Press.
Farley, M.A., McMahon, W.M., Fombonne, E., Jenson, W.R., Miller, J., Gardner, M., Block, H., Pingree, C.B., Ritvo, E.R., Ritvo, R.A., Coon, H. (2009). Twenty-year outcome for individuals with autism and average or near-average cognitive abilities. Autism Research, 2, 109–118. DOI: 10.1002/aur.69
Hill, E. (2004a). Executive dysfunction in autism. TRENDS in Cognitive Sciences, 8, 26–32.
Hill, E. (2004b). Evaluating the theory of executive dysfunction in autism. Developmental Review, 24, 189-233.
Hubel, D (1981). El cerebro. En libros de investigación y ciencia. Barcelona, España: Labor.
NIMH. (S/F). Guía para padres sobre el trastorno del espectro autista. Instituto Nacional de la Salud Mental. Publicación de NIH Núm. SP 13-5511
Kenworthy, L., Gutermuth Anthony, L., Naiman, D. Q., Cannon, L., Wills, M. C., Luong-Tran, C., Adler Werner, M., Alexander, K. C., Strang, J., Bal, E., Sokoloff, J. L., and Wallace, G., L. (2013). Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum. J Child Psychol Psychiatry. 2013 Nov 21. Doi: 10.1111/jcpp.12161
Lezack M. D., Howieson D. B. y Loring D. W. (2004) Neuropsychological Assessment. 4ta. Edición. New York: Oxford University Press.
Maturana, H y Valera F (1998). El árbol del conocimiento. Chile: Universitaria.
Manes, F (2016) La importancia de tomar conciencia sobre el autismo. DOI: http://www.fundacionineco.org/prensa/
Martos, J. (2011). Autismo y trastornos del espectro autista. Definición, génesis del trastorno y explicaciones psicológicas. En Valdez D. y Ruggieri V. L (Comps.), Autismo: del diagnóstico al tratamiento (pp. 19-45). Buenos Aires: Paidós.
Negrón, L (2009) en entrevista personal. SOVENIA, Caracas.
Pellicano, E. (2007). Links between Theory of Mind and Executive Function in Young Children with Autism: Clues to Developmental Primacy. Developmental Psychology, 43, 4, 974–990. DOI: 10.1037/0012-1649.43.4.974
Ozonoff, S., Pennington, B. F. y Rogers, S. J. (1991). Executive Function Deficits in High-Functioning Autistic Individuals: Relationship to Theory of Mind. Journal of Child Psychology and Psychiatry, 32, 1081–1105. doi: 10.1111/j.1469-7610.1991.tb00351.x
Purves, D, Augustine, G, Fitzpztrick, D; Katz, L. LaMantia, A-S, & McNamara, J (2001). Invitación a la neurociencia. Bogota: Panamericana.
Ríos, M., Periáñez, J.A., Muñoz-Céspedes, J.M. (2004). Attentional control and slowness of information processing after severe traumatic brain injury. Brain Inj; 18: 257-72.
Robinson, S., Goddard, L., Dritschel B., Wisley B., y Howlin P. (2009). Executive functions in children with Autism Spectrum Disorder. Brain and Cognition, 71, pp. 362-368. doi: 10.1016/j.bandc.2009.06.007
Rogers, S.J., y Bennetto, L. (2000). Intersubjectivity in autism: The roles of imitation and executive function. In S.F. Warren & J. Reichle (Series Eds.) & A.P. Wetherby & B. Prizant (Vol. Eds.), Communication and language intervention series: Vol. 9. Autism spectrum disorders: A transactional developmental perspective (pp. 79–108).
Sallows, GO. y Graupner, TD. (2005). Intensive behavioral treatment for children with autism: four-year outcome and predictors. American Journal of Mental Retardation, 110(6), 417-38. doi: 10.1352/0895-8017(2005)110[417:IBTFCW]2.0.CO;2
Siegel, D. y Payne, T. (2013). El cerebro del niño. 12 estrategias revolucionarias para cultivar la mente en desarrollo de tu hijo. Barcelona: Alba.
Tresguerres, J; Ariznavarreta, C; Cachofeiro, V; Cardinali, D; Escrich, E; Gil-Loyzaga P; Lahera-Juliá, V; Mora-Terurl, F; Romano-Pardo, M y Tamargo-Maenendéz, J. (2005) Fisiología Humana. México: Mc Graw Hill.
Vera, A (2013) “El Don: la esencia del cerebro humano” Real academia de medicina Zaragoza. DOI: http://www.ramz.es/WebRAMZ/archivos/Discurso%20VERA%20v3.pdf
Wilber, Kent; Bohm, David; Pribram, Karl; Capra, Fritjof; Fergunson, Marilyn y Weber, Rene (2001). El paradigma Holográfico, Barcelona: Cairos.
Published
2016-12-01
How to Cite
Melgarejo-Carvajal, I., Carvajal, B. C., & Mendoza, A. K. (2016). Autism spectrum disorder: The program Unstuck & On target to increase the cognitive flexibility in children with this diagnostic. Ágora De Heterodoxias, 2(2), 56-71. Retrieved from https://revistas.uclave.org/index.php/agora/article/view/214
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