Compromiso y autodeterminación familiar en la variación conductual de un estudiante con trastorno de espectro autista.

Abstract

The present work recognizes as a study problem the enigma of How do family commitment and self-determination intervene in the behavioral variation of a child with ASD ?, based on the theoretical foundation of the cognitive-behavioral and family systemic approach as explanatory supports that consider the The infant's family nucleus and its cognitive part as factors that influence the behavioral development of the subject. Next, the objective was to determine the commitment and self-determination of the family as direct actors that influence the behavioral variations of a student with autism spectrum disorder in their education process, for which it was necessary to use the semi-structured interview with the teacher tutor and parents, the observation sheet to monitor behavioral cases in the classroom, the CARAS-R test to assess focused attention, as well as the Positive Parenting Scale (e2p) technique to recognize how parents develop their parental competencies in the face of the behavioral alterations that appear from the early childhood of the child with ASD and are maintained throughout his life. Therefore, it was necessary to categorize two variables: the first is the behavioral variation of the child with ASD within the classroom and the second is the active response, commitment and self-determination of the family that acts effectively in the face of the child's needs with TEA. The estimation of these variants allowed us to recognize the level of abilities and capacities that parents have to recognize the real state of ASD, the demanding attention in occupational therapies, curricular adaptations, especially the significant behavioral therapies that alleviate behavioral problems such as: aggressiveness, oppositional behavior in the face of orders, transgressive attitudes of social norms and norms of coexistence of the educational institution that generate hostile environments for its members, often hindering the optimal development of the teaching-learning process. In the review of the parents' responses evaluated separately, four competences were identified: bonding, protective, formative and reflective, whose indicative showed revealing differences that showed the reality of the origin of mishandled behaviors by the student. Highlighting the parental skills exceeded and to be overcome in both parents within the family coexistence, however, despite the results, it is important to highlight that parents of children with ASD experience different experiences from the common ones, because they are subjected to routines that cause emotional wear and tear and deterioration in their lifestyle, however, it is also necessary to note that the participation of the group, that is, all members of the family nucleus are of the utmost importance to structure behaviors in these children with ASD, because generally their learning is based on imitation. In response to the requirements of the study problem, the appropriate recommendations are made, which are mainly related to the work of the parents' parental skills that optimally empowers them to be the trainers of a child with a disability who will require education and permanent attention throughout his life, not only in food, health, as well as taking care of his son's emotions by speaking to him with respect, making him feel loved especially during times of crisis.