Contexto familiar y desarrollo de habilidades sociales en una estudiante con TEA

Abstract

At present, there has been a notable increase in cases of autism spectrum disorder within the educational field and the difficulties that this entails within the teaching-learning process due to the characteristics of this diagnosis. Therefore, the development of social skills is essential to achieve a better adaptation of people with autism within any context, it is for this reason that the family context assumes an important role in the development of social skills and in the adaptation process, because it is there where the first bases are acquired to function within society. In view of the significant relationship that exists between the categories of research analysis, the following problem arises: How does the family context influence the development of social skills in a girl with ASD? Therefore, in this case study, the general objective was to determine the influence of the family context on the development of social skills of a student diagnosed with autism spectrum disorder. Regarding the methodology for carrying out this research work, the case study method was used, which has a descriptive magnitude and assumes a qualitative approach, likewise, adequate instruments were developed and applied for the information collection process. Among them are the observation guide, which served as the basis for analyzing the characteristics of the girl's behavior and interaction in the classroom, the family's projective test and a structured interview in order to obtain precise answers to know the type of relationship and the role that the girl plays in the family, finally the CUMANIN Neuropsychological Maturity questionnaire, which allowed evaluating aspects of the girl's evolutionary development such as psychomotricity, articulatory language, compressive language, expressive language, structuring space, visual perception, memory and rhythm, essential for development in the field educational. These instruments allowed the qualitative analysis of the study variables and, based on them, the conclusions and recommendations were established. Therefore, from the analysis of the variables it is concluded that the family plays a very important role in the development of social skills of people diagnosed with autism spectrum disorder, in addition to factors such as patience, support emotional and resilience facilitate social adaptation in any environment in which it develops. On the other hand, the lack of knowledge about autism spectrum disorder has a negative influence on the educational context, especially on the acquisition of reading and writing skills, therefore, recommendations are presented to provide information about autism and strategies to address it, both to the family and to teachers to reinforce the adaptation and teaching-learning process, as well as psychopedagogical intervention to reinforce cognitive skills and the language therapist to improve the girl's communication.