Procesamiento sensorial en niños con trastorno del espectro autista. Sensory processing in children with Autism Spectrum Disorder

  1. del Toro Alonso, Ví­ctor
  2. Batuecas CRuz, Gema 1
  3. Jiménez Astudillo, Mónica 2
  4. Marquina Nieto, Moisés 3
  1. 1 Universidad Complutense de Madrid. Facultad de Educación
  2. 2 Universidad Nebrija
    info

    Universidad Nebrija

    Madrid, España

    ROR https://ror.org/03tzyrt94

  3. 3 Universidad Politécnica de Madrid. Facultad de Ciencias de la Actividad Física y el Deporte. INEF - Sports Department
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Journal:
Revista de Educación Inclusiva

ISSN: 1889-4208

Year of publication: 2023

Volume: 16

Issue: 2

Pages: 115-136

Type: Article

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More publications in: Revista de Educación Inclusiva

Abstract

La finalidad de este estudio es conocer las características del procesamiento sensorial en una población infantil con TEA y en concreto, determinar si existe relación entre un posible desarrollo sensorial anómalo y variables individuales como el género, la modalidad educativa, trastornos asociados o el acceso al juego funcional y simbólico.La investigación ha empleado una metodología cuantitativa a través de un estudio descriptivo-correlacional basado en un muestreo no probabilístico formado por 46 niños con TEA de distintos centros la Comunidad de Madrid. Como instrumento de recogida de datos, se utiliza un cuestionario sobre desarrollo del juego y el Perfil Sensorial 2 – Niño de Winnie Dunn (2016), ambos cumplimentados por profesionales de la Educación y de la Atención Temprana.Los resultados alcanzados muestran que todos los niños presentaron un procesamiento sensorial anómalo que influía en el desempeño de las actividades diarias y en otras áreas del desarrollo. Las variables de género y trastornos asociados no influyen de manera significativa para un peor procesamiento sensorial. El desarrollo sensorial es muy similar entre alumnos de centros ordinarios, preferentes de TEA y de Educación Especial. No se encontraron diferencias significativas en el procesamiento sensorial en los niños que desempeñaban juego funcional, mientras que se observó una relación entre la ausencia de juego simbólico y un peor desarrollo sensorial.

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