Funciones Ejecutivas en jóvenes con Trastorno del Espectro Autista: Estudio de caso

Abstract

Autism is a developmental disorder with a complex diagnosis to determine. This circumstance means that people diagnosed with this disorder are part of a group of individuals who present neurodevelopmental alterations, which globally affect different higher brain functions such as intelligence, language capacity and social interaction. Executive functions are also affected from early childhood, in situations involving social interaction, language, thought and behavior, generating consequences in the acquisition of long-term adaptive skills. The objective of this study is to identify which executive function is the most reduced under the perception of youngsters with Autism Spectrum Disorder, Proxy and Differential Educator. The methodology to be used is qualitative, case study method, selecting two students with Autism Spectrum Disorder. A self-reporting instrument and teacher's report were used. The results show that under the perspective of the Differential Educator, the descended executive function is verification, as for the report of the students themselves, the descended executive function is planning. In conclusion, according to the information obtained, there is a discrepancy between the results analyzed among students, parents and special educator, this situation is also influenced by the overprotection on the part of parents, sometimes only delegating academic and value-based responsibilities.