Las dificultades neuroevolutivas como categoría comprensiva de las dificultades de aprendizaje en niños con retraso del desarrollo: una revisión sistemática

Autores/as

  • Eva María Taboada Ares Dpto. de Psicología Evolutiva y de la Educación. Universidad de Santiago de Compostela
  • Patricia María Iglesias Souto Dpto. de Psicología Evolutiva y de la Educación. Universidad de Santiago de Compostela http://orcid.org/0000-0003-3353-9013
  • Santiago López Gómez Dpto. de Psicología Evolutiva y de la Educación. Universidad de Santiago de Compostela http://orcid.org/0000-0001-9519-4722
  • Rosa María Rivas Torres Dpto. de Psicología Evolutiva y de la Educación. Universidad de Santiago de Compostela
DOI: https://doi.org/10.6018/analesps.347741
Palabras clave: retraso del desarrollo, dificultades de aprendizaje, dificultades neuroevolutivas, discapacidades neuroevolutivas, rendimiento académico

Resumen

Un número considerable de estudiantes presenta dificultades de aprendizaje y bajo rendimiento académico, sin embargo su evaluación no siempre deriva en un diagnóstico concreto. Son categorizados como inmaduros, pero no se determinan ni la naturaleza ni las características de sus dificultades. El objetivo de este estudio fue identificar los dominios evolutivos afectados en niños con retraso del desarrollo (RD) con la finalidad de valorar el concepto de dificultades neuroevolutivas como categoría comprensiva y perfil de las dificultades generalizadas de aprendizaje. Para ello, se realizó una revisión sistemática en las bases electrónicas Medline, PsycINFO, WOS, Eric, Dialnet y CSIC y, tras aplicar los criterios de inclusión, se seleccionaron 18 artículos. Los resultados confirman que RD se utiliza como etiqueta diagnóstica para caracterizar a niños con retrasos significativos en uno o varios ámbitos del desarrollo, pero no existe una definición de consenso ni criterios específicos para su diagnóstico, y solo sería de aplicación a niños de corta edad. Los dominios afectados coinciden con funciones neuroevolutivas y, en su etiología, destacan factores de riesgo biológico y ambiental. Las dificultades neuroevolutivas abarcarían un amplio espectro de déficits con distintos niveles de gravedad que, al interactuar entre sí, dan lugar a una variedad de perfiles.

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Publicado
09-04-2020
Cómo citar
Taboada Ares, E. M., Iglesias Souto, P. M., López Gómez, S., & Rivas Torres, R. M. (2020). Las dificultades neuroevolutivas como categoría comprensiva de las dificultades de aprendizaje en niños con retraso del desarrollo: una revisión sistemática. Anales de Psicología / Annals of Psychology, 36(2), 271–282. https://doi.org/10.6018/analesps.347741
Número
Sección
Psicología evolutiva y de la educación