Alumnos con trastorno del espectro autistatabletas digitales y capacitación docente en prácticas basadas en la evidencia

  1. María Isabel Gómez León 1
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Revista:
Bordón: Revista de pedagogía

ISSN: 0210-5934,  2340-6577

Año de publicación: 2024

Título del ejemplar: La competencia digital docente y el diseño de situaciones innovadoras con TIC para la mejora del aprendizaje

Volumen: 76

Número: 2

Páginas: 221-243

Tipo: Artículo

DOI: 10.13042/BORDON.2024.98421 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Bordón: Revista de pedagogía

Resumen

INTRODUCCIÓN. El número de aplicaciones diseñadas para los alumnos con trastorno del espectro autista (TEA) ha aumentado notablemente, sin embargo, son escasas las revisiones que examinen la eficacia de su uso en las prácticas docentes. Para garantizar resultados eficaces y evitar resultados contraproducentes o potencialmente dañinos se ha destacado la importancia de incorporar en el diseño y uso de estas aplicaciones prácticas basadas en la evidencia. Sin embargo, la mayoría de los docentes afirma no haber recibido suficiente capacitación como para reconocer e implementar estas prácticas en el aula. El objetivo de esta revisión es analizar qué prácticas basadas en la evidencia han utilizado las intervenciones con tabletas digitales que han mostrado su eficacia en el desarrollo de habilidades comunicativas, socioemocionales, cognitivas y académicas en niños y adolescentes con TEA. MÉTODO. Se realizó una búsqueda exhaustiva en las bases de datos Scopus, Web of Science, PubMed, ERIC, IEEE Xplore y ACM Digital Library siguiendo los criterios establecidos en la declaración PRISMA. La selección final estuvo formada por 55 artículos seleccionados por la calidad de su evidencia (efectividad, confiabilidad y compromiso) y la capacidad para proporcionar datos concretos sobre el diseño y las prácticas instruccionales utilizadas. RESULTADOS. Se ha comprobado que las aplicaciones que han mostrado eficacia en el desarrollo de niños y adolescentes con TEA ofrecen una variedad de usos derivados directamente de prácticas instruccionales tradicionales basadas en la evidencia. DISCUSIÓN. Para garantizar resultados eficaces durante la instrucción del alumnado con TEA se recomienda proporcionar programas de capacitación más amplios que brinden a los maestros la oportunidad de: 1) practicar intervenciones tradicionales basadas en la evidencia en aulas inclusivas; 2) reconocer e implementar con fidelidad estas prácticas a través de la tecnología.

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Fuente de los datos: Dialnet