Desarrollo cognitivo de estudiantes autistas grado 2 de entre 18 a 26 años en un instituto de capacitación profesional de Los Ángeles, Chile.
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
La presente investigación tiene como objetivo evidenciar el desarrollo cognitivo de estudiantes con Trastorno del Espectro Autista (TEA) grado 2 de entre 18 a 26 años de un Centro de Educación Superior, de Los Ángeles, Chile. Trabajando con una muestra no probabilística por conveniencia de 25 estudiantes de diferentes edades, carreras, semestres y sin preferencia de género. Se emplea una metodología de carácter cuantitativa con alcance transeccional correlacional con las siguientes variables: Desarrollo Cognitivo y Autismo. El instrumento de evaluación empleado en esta investigación es el Test Cognitivo Montreal (Moca) el cual evalúa el deterioro cognitivo a través de 7 dimensiones las cuales son: Visuoespacial/ejecutiva, Identificación, Atención, Lenguaje, Abstracción, Recuerdo diferido, Orientación. Los resultados obtenidos revelan una tendencia de deterioro cognitivo leve y moderado por más del 90% del total de la muestra, arrojando dificultades más significativas en las dimensiones de lenguaje y abstracción, lo cual repercute directamente en su desempeño académico. Se concluye que la muestra requiere mayor desarrollo de las habilidades evaluadas en los estudiantes, trabajando así estas en conjunto con el centro educativo para poder finalizar con éxito su proceso de formación profesional.
The present research aims to demonstrate the cognitive development of students with Level 2 Autism Spectrum Disorder (ASD), aged 18 to 26, from a Higher Education Center in Los Ángeles, Chile. A non-probabilistic convenience sample of 25 students of different ages, majors, semesters, and with no gender preference was used. A quantitative methodology with a cross-sectional correlational scope was employed, using the variables Cognitive Development and Autism. The assessment instrument was the Montreal Cognitive Assessment (MoCA), which evaluates cognitive impairment through seven dimensions: visuospatial/executive, naming, attention, language, abstraction, delayed recall, and orientation. The results reveal a trend toward mild to moderate cognitive impairment in nearly the entire sample, with the most significant difficulties concentrated in the language and abstraction dimensions, which directly affect their academic performance. It is concluded that greater development of the evaluated skills is required among the students, working alongside the educational center to ensure they can successfully complete their professional training process.
The present research aims to demonstrate the cognitive development of students with Level 2 Autism Spectrum Disorder (ASD), aged 18 to 26, from a Higher Education Center in Los Ángeles, Chile. A non-probabilistic convenience sample of 25 students of different ages, majors, semesters, and with no gender preference was used. A quantitative methodology with a cross-sectional correlational scope was employed, using the variables Cognitive Development and Autism. The assessment instrument was the Montreal Cognitive Assessment (MoCA), which evaluates cognitive impairment through seven dimensions: visuospatial/executive, naming, attention, language, abstraction, delayed recall, and orientation. The results reveal a trend toward mild to moderate cognitive impairment in nearly the entire sample, with the most significant difficulties concentrated in the language and abstraction dimensions, which directly affect their academic performance. It is concluded that greater development of the evaluated skills is required among the students, working alongside the educational center to ensure they can successfully complete their professional training process.
Description
Tesis presentada para optar al título de Profesor de Educación Diferencial con Mención Discapacidad Intelectual.
Keywords
Autismo, Desarrollo cognitivo, Educación superior