Aportación de Teoría de la mente de la Batería NEPSY-II como medida de Coherencia central

  1. Crespo-Eguílaz, Nerea 1
  2. Gambra Echeverría, Leyre 1
  1. 1 Universidad de Navarra
    info

    Universidad de Navarra

    Pamplona, España

    ROR https://ror.org/02rxc7m23

Revista:
Revista de investigación en educación

ISSN: 1697-5200,  2172-3427

Any de publicació: 2020

Volum: 18

Número: 3

Pàgines: 277-288

Tipus: Article

DOI: 10.35869/REINED.V18I3.3267 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: Revista de investigación en educación

Objectius de Desenvolupament Sostenible

Resum

Introduction The aim of this research is to analyze the clinical utility of the “Theory of Mind” (TM) subtest of NEPSY-II (Korkman et al., 2014). Methodology TM was applied to 244 school aged children with normal intelligence: a control group (n=194) and clinical groups (n=50): ASD-grade 1 (n= 10); procedural learning disorder (PLD, n=24); and ADHD (n=16). Results and Discussion We do a examination of the factorial structure through a exploratory (KMO=0.62 and MSA=0,54-0,75) and confirmatory (χ =22,75 p=0,504; TLI=1,04; CFI=1; RMSEA=0) analyses. The 21 items of the TM. 3 factors are obtained that explain 62% of the total variance: Theory of mind (items 1/2/7); Social stories comprehension (items 5/8/10/14) and Contextual coherence (items 9/12 / 16-21). The descriptive statistics are provided from the calculation of validity and reliability. None of the groups differ in the first two factors (U-mann-Whitney). In Contextual coherence, the PLD group and the control groups (p=,001) differed significantly of the ASD group (p=,025). The difficulties in understanding information in a quick and simultaneous way and integrating it coherently have been shown to be part of the neuropsychological profile of the PLD. Conclusión Our study provide a new correction an interpretation of the TM that evalautes Central coherence.

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Fuente de los datos: Dialnet