Construcción y validación psicométrica de instrumento de caracterización del enriquecimiento ambiental en programas de integración escolar con estudiantes con discapacidad intelectual pertenecientes al Servicio de Educación Pública Andalién Sur, 2024
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Date
2025
Journal Title
Journal ISSN
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Publisher
Universidad de Concepción
Abstract
Introducción: El enriquecimiento ambiental, desde la neurociencia cognitiva, integra estímulos inanimados y sociales que optimizan habilidades sensoriales, motoras, cognitivas y socioemocionales. Este paradigma tiene implicancias directas en educación inclusiva, siendo relevante en contextos como los Programas de Integración Escolar (PIE). Además, se reconoce como un factor protector de la salud mental, al fomentar entornos que promueven el bienestar emocional y reducen el riesgo de dificultades psicológicas. Sin embargo, no existen instrumentos estandarizados que evalúen el enriquecimiento ambiental en estos programas. En este contexto, se diseñó y validó psicométricamente el Cuestionario de Estrategias de Enriquecimiento Ambiental en PIE (EE-PIE-A).
Método: La primera fase de este estudio consistió en un diseño no experimental, observacional y transversal, en el que se encuestó a 35 profesionales del PIE del Servicio Local de Educación Pública (SLEP) Andalién Sur, Chile, con el propósito de evaluar estrategias de enriquecimiento cognitivo, motor, sensorial y socioemocional a través de disponibilidad léxica para realizar las definiciones operacionales del instrumento. Posteriormente, se llevó a cabo un estudio de diseño observacional instrumental, en el que participaron 151 profesores y profesionales asistentes de la educación vinculados al PIE del SLEP Andalién Sur. La selección de los participantes se realizó mediante un muestreo no probabilístico por conveniencia, previa firma del consentimiento informado. Se diseñó y llevó a cabo un análisis psicométrico del instrumento EE-PIE-A, evaluando su validez de contenido, mediante el cálculo del Índice de Validez de Contenido (CVI), su consistencia interna mediante el coeficiente α de Cronbach y su validez de constructo a través de un análisis factorial confirmatorio (AFC). Además, se analizó su correlación con el Cuestionario de Competencia Emocional Docente (CCED) utilizando el coeficiente r de Pearson a modo de descifrar si existe una asociación entre las competencias emocionales docentes y el enriquecimiento ambiental.
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Resultados: En el análisis de disponibilidad léxica, las palabras más representativas incluyeron atención, memoria, equilibrio, estimulación sensorial y emociones, variando según el tipo de enriquecimiento. El análisis de validez de contenido reveló índices adecuados (CVI = 0,73), ajustando los ítems del instrumento según esto y los comentarios de expertos. La consistencia interna mostró valores aceptables para las cuatro dimensiones evaluadas (α ≥ 0,70). Los índices de ajuste del AFC para el EE-PIE-A fueron satisfactorios, destacando valores como CFI=1,00 y RMSEA=0,00, lo que confirma la estructura factorial de cuatro dimensiones (sensorial, motor, cognitivo y socioemocional). En cuanto a la correlación con el CCED, se identificó una asociación positiva significativa entre las dimensiones del EE-PIE-A y la competencia emocional docente.
Conclusión: El EE-PIE-A en contexto de PIE de NNA con discapacidad intelectual mostró indicadores positivos de válidez y fiabilidad para evaluar estrategias de enriquecimiento ambiental en contextos educativos inclusivos en qué población. Su uso permite homogeneizar prácticas pedagógicas basadas en principios neurocientíficos, mejorando la implementación de los PIE. Esto podría contribuir significativamente al bienestar mental de las comunidades escolares, promoviendo la implementación de espacios educativos inclusivos. Además, la correlación positiva entre el EE-PIE-A y los niveles de competencia emocional docente sugiere que estas competencias pueden facilitar y potenciar su aplicación, promoviendo interacciones de mayor calidad entre docentes y estudiantes. Este impacto sinérgico refuerza la relevancia del instrumento, tanto para optimizar estrategias pedagógicas como para fortalecer entornos educativos inclusivos.
Introduction: Environmental enrichment, from the perspective of cognitive neuroscience, integrates inanimate and social stimuli that optimize sensory, motor, cognitive, and socio-emotional skills. This paradigm has direct implications for inclusive education, being particularly relevant in contexts such as School Integration Programs (PIE). Additionally, it is recognized as a protective factor for mental health, fostering environments that promote emotional well-being and reduce the risk of psychological difficulties. However, there are no standardized instruments to assess environmental enrichment in these programs. In this context, the Environmental Enrichment Strategies Questionnaire for PIE (EE-PIE-A) was designed and psychometrically validated. Method: The first phase of this study followed a non-experimental, observational, and cross-sectional design, in which 35 professionals from the PIE of the Andalién Sur Local Public Education Service (SLEP) in Chile were surveyed to assess cognitive, motor, sensory, and socio-emotional enrichment strategies through lexical availability, aiming to develop the operational definitions for the instrument. Subsequently, an instrumental observational study was conducted with the participation of 151 teachers and educational assistants affiliated with the PIE of the Andalién Sur SLEP. Participants were selected through non-probabilistic convenience sampling, with prior informed consent. The EE-PIE-A instrument underwent psychometric analysis, evaluating its content validity through the calculation of the Content Validity Index (CVI), its internal consistency using Cronbach's α coefficient, and its construct validity via confirmatory factor analysis (CFA). Furthermore, its correlation with the Teacher Emotional Competence Questionnaire (CCED) was analyzed using Pearson’s r coefficient to determine whether an association exists between teachers' emotional competencies and environmental enrichment. Results: In the lexical availability analysis, the most representative words included attention, memory, balance, sensory stimulation, and emotions, varying according to the type of enrichment. The content validity analysis revealed adequate indices (CVI = 0.73), leading to adjustments in the instrument's items based on expert feedback. Internal consistency showed acceptable values for the four evaluated dimensions (α ≥ 0.70). The CFA adjustment indices for EE-PIE-A were satisfactory, highlighting values such as CFI = 1.00 and RMSEA = 0.00, which confirm the four-factor structure (sensory, motor, cognitive, and socio-emotional). Regarding correlation with CCED, a significant positive association was identified between EE-PIE-A dimensions and teachers’ emotional competence. Conclusion: The EE-PIE-A, in the context of PIE for children and adolescents with intellectual disabilities, demonstrated positive validity and reliability indicators for assessing environmental enrichment strategies in inclusive educational settings. Its use enables the standardization of pedagogical practices based on neuroscientific principles, enhancing the implementation of PIE. This could significantly contribute to the mental well-being of school communities by promoting the creation of inclusive educational spaces. Additionally, the positive correlation between EE-PIE-A and teachers' emotional competence levels suggests that these competencies can facilitate and strengthen its application, fostering higher-quality interactions between teachers and students. This synergistic impact reinforces the instrument’s relevance, both for optimizing pedagogical strategies and for strengthening inclusive educational environments.
Introduction: Environmental enrichment, from the perspective of cognitive neuroscience, integrates inanimate and social stimuli that optimize sensory, motor, cognitive, and socio-emotional skills. This paradigm has direct implications for inclusive education, being particularly relevant in contexts such as School Integration Programs (PIE). Additionally, it is recognized as a protective factor for mental health, fostering environments that promote emotional well-being and reduce the risk of psychological difficulties. However, there are no standardized instruments to assess environmental enrichment in these programs. In this context, the Environmental Enrichment Strategies Questionnaire for PIE (EE-PIE-A) was designed and psychometrically validated. Method: The first phase of this study followed a non-experimental, observational, and cross-sectional design, in which 35 professionals from the PIE of the Andalién Sur Local Public Education Service (SLEP) in Chile were surveyed to assess cognitive, motor, sensory, and socio-emotional enrichment strategies through lexical availability, aiming to develop the operational definitions for the instrument. Subsequently, an instrumental observational study was conducted with the participation of 151 teachers and educational assistants affiliated with the PIE of the Andalién Sur SLEP. Participants were selected through non-probabilistic convenience sampling, with prior informed consent. The EE-PIE-A instrument underwent psychometric analysis, evaluating its content validity through the calculation of the Content Validity Index (CVI), its internal consistency using Cronbach's α coefficient, and its construct validity via confirmatory factor analysis (CFA). Furthermore, its correlation with the Teacher Emotional Competence Questionnaire (CCED) was analyzed using Pearson’s r coefficient to determine whether an association exists between teachers' emotional competencies and environmental enrichment. Results: In the lexical availability analysis, the most representative words included attention, memory, balance, sensory stimulation, and emotions, varying according to the type of enrichment. The content validity analysis revealed adequate indices (CVI = 0.73), leading to adjustments in the instrument's items based on expert feedback. Internal consistency showed acceptable values for the four evaluated dimensions (α ≥ 0.70). The CFA adjustment indices for EE-PIE-A were satisfactory, highlighting values such as CFI = 1.00 and RMSEA = 0.00, which confirm the four-factor structure (sensory, motor, cognitive, and socio-emotional). Regarding correlation with CCED, a significant positive association was identified between EE-PIE-A dimensions and teachers’ emotional competence. Conclusion: The EE-PIE-A, in the context of PIE for children and adolescents with intellectual disabilities, demonstrated positive validity and reliability indicators for assessing environmental enrichment strategies in inclusive educational settings. Its use enables the standardization of pedagogical practices based on neuroscientific principles, enhancing the implementation of PIE. This could significantly contribute to the mental well-being of school communities by promoting the creation of inclusive educational spaces. Additionally, the positive correlation between EE-PIE-A and teachers' emotional competence levels suggests that these competencies can facilitate and strengthen its application, fostering higher-quality interactions between teachers and students. This synergistic impact reinforces the instrument’s relevance, both for optimizing pedagogical strategies and for strengthening inclusive educational environments.
Description
Tesis presentada para optar al grado de Doctor en Salud Mental.
Keywords
Integración escolar, Psicometría, Neurociencia cognitiva, Salud mental