Emoción y motivación en TEA y atención temprana

  1. García Pascual, Rocío 1
  2. Rebaque Gómez, Alfredo 1
  3. García Mata, Mª Ángeles 1
  4. Blanco Fernández, Jana 1
  5. de Caso Fuertes, Ana María 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2019

Issue Title: Psicología de la Educación y Saberes Originarios

Volume: 3

Issue: 1

Pages: 13-22

Type: Article

DOI: 10.17060/IJODAEP.2019.N1.V3.1446 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Abstract

Motivation and emotion are fundamental elements for learning. When we speak of early development and ASD, these two dimensions acquire a greater weight due to socio-emotional deficits, restricted interests and stereotyped behaviors that  prevent children with ASD from being linked in the same way to adults and others. There is wide evidence of the benefits of initiating a specialized intervention in ASD, even though there are only risk signs, that could have an impact on the improvement of the symptoms of the disorder (Dawson, 2008). This document shows the implementation of a program of intervention with scientific evidence in the state of implementation: PACT. Having advanced in two of the phases with 3 children are already evidence of their benefit, as well as the use of strategies to monitor the child’s motivation, control of emotional state, link them to emotional states of play and putting words improve the shared attention of the children, their communication and communicative intention, the appearance of greater language, a greater social motivation and a greater expression of affection.

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