Conductas de aprendizaje en niños con trastorno del espectro autista con y sin comorbilidad con déficit de atención e hiperactividad

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Carmen Berenguer
Belén Roselló
Inmaculada Baixauli

Laburpena

La literatura ha explorado los problemas en el aprendizaje que presentan los niños con trastorno del espectro autista (TEA), pero apenas se ha analizado el impacto de la comorbilidad con déficit de atención e hiperactividad (TDAH) sobre el aprendizaje en niños con TEA. Objetivos. 1) Analizar las diferencias en la conducta de aprendizaje de niños con TEA con y sin comorbilidad con TDAH y niños con desarrollo típico (TD); 2) Investigar la asociación entre diferentes dominios de conductas de aprendizaje y problemas conductuales y emocionales, en niños con TEA y niños con TEA+TDAH. Método. Participaron 87 niños (30 con diagnóstico de TEA de alto funcionamiento, 22 con TEA+TDAH y 36 con TD entre 7 y 11 años igualados en edad, capacidad cognitiva y vocabulario. Los profesores informaron sobre la escala de conductas de aprendizaje (LBS), y los padres cumplimentaron el cuestionario de Fortalezas y Dificultades (SDQ). Resultados. Los resultados mostraron diferencias significativas entre los niños con TEA con y sin comorbilidad en todos los dominios del LBS. A su vez las correlaciones revelaron que a menor flexibilidad en la búsqueda de estrategias mayores problemas emocionales en el TEA y mayores problemas conductuales en el TEA+TDAH. Conclusiones. Los hallazgos ponen de manifiesto el impacto negativo de los síntomas de TDAH en todos los prerrequisitos de aprendizaje analizados. Así mismo los datos mostraron la implicación de los problemas emocionales y comportamentales en la capacidad de cambio a la hora de planificar estrategias de aprendizaje en niños con autismo de alto funcionamiento.

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Artículos

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