Actividades creativas grupales para la mejora de competencias sociales y emocionales de jóvenes con TEA

  1. FERNANDEZ HERRERO, JORGE
Revista:
Artseduca

ISSN: 2254-0709

Año de publicación: 2023

Número: 34

Páginas: 107-122

Tipo: Artículo

DOI: 10.6035/ARTSEDUCA.6474 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Artseduca

Resumen

INTRODUCCION. Los niños con Trastorno del Espectro Autista (TEA) presentan dificultades de socialización y comunicación que provocan problemas de atención y de desarrollo cognitivo. Se han utilizado diversos tipos de intervenciones que ayudan a mejorar las carencias de este colectivo, entre las que destacan las intervenciones mediante el uso del arte. En este trabajo presentamos una intervención educativa artística grupal en un conjunto de 14 niños con TEA, con el objetivo de analizar sus efectos en la mejora de competencias sociales y emocionales. METODO. Utilizamos un diseño experimental, con un grupo de control. A diferencia de otros trabajos, en que la intervención es individual, utilizamos un formato grupal. Los cambios de comportamiento se detectaron mediante un cuestionario rellenado antes y después de la intervención por padres, terapeutas e investigadores, en los que las preguntas se agrupan en cuatro categorías: Reciprocidad social y emocional, Comunicación no verbal, Inflexibilidad a cambios y Estereotipias y reactividad sensorial.  RESULTADOS. Se obtienen dos tipos de resultados: por una parte, una buena adaptación a la dinámica de las sesiones, y por otro, progresos significativos tras la intervención en el grupo tratado, especialmente en Estereotipias e Inflexibilidad a cambios. Los datos se analizan mediante dos procedimientos diferentes para garantizar su robustez.  DISCUSION. Los resultados sugieren que las intervenciones grupales mediante el arte pueden ser un instrumento eficaz para la socialización de los niños con TEA, así como ayudarles a compartir emociones. El diseño y la dinámica de las sesiones se han adaptado bien a las preferencias sensoriales de los niños, favoreciendo la interacción. Este trabajo es un estudio preliminar de la potencialidad de las intervenciones grupales mediante el arte para niños con TEA.

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Fuente de los datos: Dialnet