Revisión sistemática de intervenciones en prosocialidad y empatía en personas con TEA

Autores/as

DOI: https://doi.org/10.6018/rie.395421
Palabras clave: intervención, autismo, empatia, prosocial

Resumen

El DSM-5 enmarca el trastorno del espectro autista (TEA) dentro de los trastornos del desarrollo neurológico, cuyo rasgo más característico son las alteraciones de la conducta social, que incluyen afectaciones en prosocialidad y empatía. El objetivo del presente trabajo es determinar la efectividad de las diferentes intervenciones dirigidas a mejorar la prosocialidad y la empatía en personas con TEA e identificar factores determinantes. Para ello, se ha llevado a cabo una revisión sistemática según las directrices PRISMA de los artículos encontrados en las bases de datos Web of Science, PubMed, ScienceDirect y Dialnet. Los resultados indican un incremento en las puntuaciones en prosocialidad y empática para las personas con TEA mediante diferentes técnicas de intervención, aunque parece ser que los factores determinantes son el grado de lenguaje receptivo y expresivo, las habilidades de comunicación no verbal, el razonamiento fluido, el CI y la frecuencia en la implementación.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Francisco González Sala, Facultad de Psicología. Universidad de Valencia

Profesor Ayudante Doctor Dpto. Psicología Evolutiva y de la Educación

Citas

Anderson, S. & Meints, K. (2016). Brief report: The effects of equine-assisted activities on the social functioning in children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(10), 3344-3352. doi: 10.1007/s10803-016-2869-3.

Andrews, L., Attwood, T. & Sofronoff, K. (2013). Increasing the appropriate demonstration of affectionate behavior, in children with asperger syndrome, high functioning autism, and PDD-NOS: A randomized controlled trial. Research in Autism Spectrum Disorders, 7(12), 1568-1578. doi: https://doi.org/10.1016/j.rasd.2013.09.010.

Argott, P., Townsend, D., Sturmey, P. & Poulson, C. (2008). Increasing the use of empathic statements in the presence of a non-verbal affective stimulus in adolescents with autism. Research in Autism Spectrum Disorders, 2(2), 341-352. doi: https://doi.org/10.1016/j.rasd.2007.08.004.

Artigas-Pallares, J. & Paula, I. (2012). El autismo 70 años después de Leo Kanner y Hans Asperger. Revista de la Asociación Española de Neuropsiquiatría, 32(115), 567-587. doi: http://doi.org/10.4321/S0211-57352012000300008

Asociación Americana de Psiquiatría (APA) (2014). Manual diagnóstico y estadístico de los trastornos mentales (5ª edición). Arlington, Estados Unidos: Editorial Médica Panamericana.

Baghdadli, A., Brisot-Dubois, J., Picot, M. & Michelon, C. (2010). Comparaison de l’effet de deux interventions prosociales sur l’évolution des capacités d’identification des expressions faciales et du raisonnement social d’enfants avec un syndrome d’asperger ou autisme de haut niveau. Neuropsychiatrie de l'Enfance et de l'Adolescence, 58(8), 456-462. doi: https://doi.org/10.1016/j.neurenf.2010.06.009.

Becker, J., Rogers, E. & Burrows, B. (2017). Animal-assisted social skills training for children with autism spectrum disorders. Anthrozoös, 30(2), 307-326. doi: 10.1080/08927936.2017.1311055.

Begeer, S., Gevers, C., Clifford, P., Verhoeve, M., Kat, K., Hoddenbach, E. & Boer, F. (2010). Theory of mind training in children with autism: A randomized controlled trial. Journal of Autism and Developmental Disorders, 41(8), 997-1006. doi: 10.1007/s10803-010-1121-9.

Belloch, A., Sandín, B. & Ramos, F. (2009). Manual de Psicopatología (edición revisada). Vol. 2. Madrid, España: McGraw Hill Interamericana.

Chambless, D. L., Sanderson, W. C., Shoham, V., Bennett, Johnson, S., Pope, K. S., Crits-Cristoph, P., Baker, M., Johnson, B., Woody, S. R., Sue, S., Beutler, L., Williams, D.A. & McCurry, S. (1996). An update on empirically validated therapies. The Clinical Psychologist, 49(2), 5–18.

Chen, C., Lee, I. & Lin, L. (2016). Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Computers in Human Behavior, 55, 477-485. doi: 10.1016/j.chb.2015.09.033.

Chung, U., Han, D., Shin, Y. & Renshaw, P. (2016). A prosocial online game for social cognition training in adolescents with high-functioning autism: An fMRI study. Neuropsychiatric Disease and Treatment, 12, 651-660. doi: 10.2147/NDT.S94669.

Cooley, M., Veldorale-Griffin, A., Petren, R. & Mullis, A. (2014). Parent–child interaction therapy: A meta-analysis of child behavior outcomes and parent stress. Journal of Family Social Work, 17(3), 191-208. doi: 10.1080/10522158.2014.888696

Corbett, B. (2003). Video modeling: A window into the world of autism. The Behavior Analyst Today, 4(3), 367-377. doi: http://dx.doi.org/10.1037/h0100025

Cook, A., Ogden, J. & Winstone, N. (2018). The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children. Autism, 00(0), 1-10. doi: 10.1177/1362361318787793.

Crozier, S. & Tincani, M. (2006). Effects of social stories on prosocial behavior of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37(9), 1803-1814. doi: 10.1007/s10803-006-0315-7.

Crutchfield, S., Mason, R., Chambers, A., Wills, H. & Mason, B. (2015). Use of a self-monitoring application to reduce stereotypic behavior in adolescents with autism: A preliminary investigation of I-Connect. Journal of Autism and Developmental Disorders, 45(5), 1146-1155. doi: 10.1007/s10803-014-2272-x.

Di Renzo, M., Di Castelbianco, F., Petrillo, M., Racinaro, L. & Rea, M. (2015). Assessment of a long-term developmental relationship-based approach in children with autism spectrum disorder. Psychological Reports, 117(1), 26-49. doi: 10.2466/15.10.PR0.117c15z8.

Etchepareborda, M. C. (2005). Funciones ejecutivas y autismo. Revista de Neurología, 40(Supl 1), 155-162.

Gantman, A., Kapp, S., Orenski, K. & Laugeson, E. (2012). Social skills training for young adults with high-functioning autism spectrum disorders: A randomized controlled pilot study. Journal of Autism and Developmental Disorders, 42(6), 1094-1103. doi: 10.1007/s10803-011-1350-6.

Gevers, C., Clifford, P., Mager, M. & Boer, F. (2006). Brief report: A theory-of-mind-based social-cognition training program for school-aged children with pervasive developmental disorders: An open study of its effectiveness. Journal of Autism and Developmental Disorders, 36(4), 567-571. doi: 10.1007/s10803-006-0095-0

Goldingay, S., Stagnitti, K., Sheppard, L., McGillivray, J., McLean, B. & Pepin, G. (2015). An intervention to improve social participation for adolescents with autism spectrum disorder: Pilot study. Developmental Neurorehabilitation, 18(2), 122-130. doi: 10.3109/17518423.2013.855275.

Gresham, F., Sugai, G. & Horner, R. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331-344. https://doi.org/10.1177/001440290106700303

Guivarch, J., Murdymootoo, V., Elissalde, S., Salle-Collemiche, X., Tardieu, S., Jouve, E. & Poinso, F. (2017). Impact of an implicit social skills training group in children with autism spectrum disorder without intellectual disability: A before-and-after study. PloS ONE, 12(7), 1-18. doi: 10.1371/journal.pone.0181159.

Halle, S., Ninness, C., Ninness, S. & Lawson, D. (2016). Teaching social skills to students with autism: A video modeling social stories approach. Behavior and Social Issues, 25, 42-53. doi: https://doi.org/10.5210/bsi.v25i0.6190.

Henning, B., Cordier, R., Wilkes‐Gillan, S. & Falkmer, T. (2016). A pilot play‐based intervention to improve the social play interactions of children with autism spectrum disorder and their typically developing playmates. Australian Occupational Therapy Journal, 63(4), 223-232. doi: 10.1111/1440-1630.12285.

Jenkins, S. & Reed, F. (2013). An experimental analysis of the effects of therapeutic horseback riding on the behavior of children with autism. Research in Autism Spectrum Disorders, 7(6), 721-740. doi: 10.1016/j.rasd.2013.02.008.

Kamps, D., Thiemann-Bourque, K., Heitzman-Powell, L., Schwartz, I., Rosenberg, N., Mason, R. & Cox, S. (2015). A comprehensive peer network intervention to improve social communication of children with autism spectrum disorders: A randomized trial in kindergarten and first grade. Journal of Autism and Developmental Disorders, 45(6), 1809-1824. doi: 10.1007/s10803-014-2340-2.

Kjellmer, L., Hedvall, Å., Fernell, E., Gillberg, C. & Norrelgen, F. (2012). Language and communication skills in preschool children with autism spectrum disorders: Contribution of cognition, severity of autism symptoms, and adaptive functioning to the variability. Research in Developmental Disabilities, 33(1), 172-180. doi: 10.1016/j.ridd.2011.09.003.

Koch, S., Mehl, L., Sobanski, E., Sieber, M. & Fuchs, T. (2015). Fixing the mirrors: A feasibility study of the effects of dance movement therapy on young adults with autism spectrum disorder. Autism, 19(3), 338-350. doi: 10.1177/1362361314522353.

Koegel, L., Ashbaugh, K., Navab, A. & Koegel, R. (2016). Improving empathic communication skills in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(3), 921-933. doi: 10.1007/s10803-015-2633-0.

Koehne, S., Behrends, A., Fairhurst, M. & Dziobek, I. (2016). Fostering social cognition through an imitation-and synchronization-based dance/movement intervention in adults with autism spectrum disorder: A controlled proof-of-concept study. Psychotherapy and Psychosomatics, 85(1), 27-35. doi: 10.1159/000441111.

Kroeger, K., Schultz, J. & Newsom, C. (2006). A comparison of two group-delivered social skills programs for young children with autism. Journal of Autism and Developmental Disorders, 37(5), 808-817. doi: 10.1007/s10803-006-0207-x.

LaCava, P., Rankin, A., Mahlios, E., Cook, K. & Simpson, R. (2010). A single case design evaluation of a software and tutor intervention addressing emotion recognition and social interaction in four boys with ASD. Autism, 14(3), 161-178. doi: 10.1177/1362361310362085.

Lozano, J. & Alcaraz, S. (2011). Software educativo para la enseñanza de competencias emocionales en alumnado con trastornos del espectro autista. Educación XXI, 14(2), 189-212. Recuperado de http://revistas.uned.es/index.php/educacionXX1/article/viewFile/250/206

Martínez, Y., Martí-Vilar, M. y Martínez, S. (2015). Fomento de la interacción social (conducta prosocial): correlatos neurobiológicos en el Trastorno del Espectro Autista. En C. Ortega et al. (Eds.). El mejoramiento humano. Avances, investigaciones y reflexiones éticas y políticas (pp. 319-335). Granada, España: Editorial Comares.

Mastrominico, A., Fuchs, T., Manders, E., Steffinger, L., Hirjak, D., Sieber, M., ... Koch, S. (2018). Effects of dance movement therapy on adult patients with autism spectrum disorder: A randomized controlled trial. Behavioral Sciences, 8(7), 1-18. doi: 10.3390/bs8070061.

McGarry, L. & Russo, F. (2011). Mirroring in dance/movement therapy: Potential mechanisms behind empathy enhancement. The Arts in Psychotherapy, 38(3), 178-184. doi: 10.1016/j.aip.2011.04.005.

McKenzie, R., Evans, J. & Handley, S. (2011). Autism and performance on the suppression task: Reasoning, context and complexity. Thinking & Reasoning, 17(2), 182-196. doi: 10.1080/13546783.2010.549302.

McVey, A., Dolan, B., Willar, K., Pleiss, S., Karst, J., Casnar, C., … Hecke, A. (2016). A replication and extension of the PEERS for young adults social skills intervention: Examining effects on social skills and social anxiety in young adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(12), 3739-3754. doi: 10.1007/s10803-016-2911-5.

Mulas, F., Ros-Cervera, G., Millá, M. G., Etchepareborda, M. C., Abad, L. & Téllez de Meneses, M. (2010). Modelos de intervención en niños con autismo. Revista de Neurología, 50 (Supl 3), 77-84.

O'Haire, M., McKenzie, S., Beck, A. & Slaughter, V. (2013). Social behaviors increase in children with autism in the presence of animals compared to toys. PloS ONE, 8(2), 1-10. doi: 10.1371/journal.pone.0057010.

Rabin, S., Israel‐Yaacov, S., Laugeson, E., Mor‐Snir, I. & Golan, O. (2018). A randomized controlled trial evaluating the Hebrew adaptation of the PEERS intervention: Behavioral and questionnaire‐based outcomes. Autism Research, 11(8), 1187-1200. doi: 10.1002/aur.1974.

Rosenbloom, R., Mason, R., Wills, H. & Mason, B. (2016). Technology delivered self-monitoring application to promote successful inclusion of an elementary student with autism. Assistive Technology, 28(1), 9-16. doi: https://doi.org/10.1080/10400435.2015.1059384.

Smith, T., Scahill, L., Dawson, G., Guthrie, D., Lord, C., Odom, S., Rogers, S. & Wagner, A. (2007). Designing research studies on psychosocial interventions in autism. Journal of Autism Development Disorders, 37, 354–366. doi: 10.1007/s10803-006-0173-3

Soorya, L., Siper, P., Beck, T., Soffes, S., Halpern, D., Gorenstein, M., ... Buxbaum & Wang, A. (2015). Randomized comparative trial of a social cognitive skills group for children with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 54(3), 208-216. doi: 10.1016/j.jaac.2014.12.005.

Spinrad, T. & Gal, D. (2018). Fostering prosocial behavior and empathy in young children. Current Opinion in Psychology, 20, 40-44. doi: 10.1016/j.copsyc.2017.08.004.

Stevenson, C., Krantz, P. & McClannahan, L. (2000). Social interaction skills for children with autism: A script-fading procedure for nonreaders. Behavioral Interventions, 15(1), 1-20. doi: https://doi.org/10.1002/(SICI)1099-078X(200001/03)15:1<1::AID-BIN41>3.0.CO;2-V

Sung, C., Connor, A., Chen, J., Lin, C., Kuo, H. & Chun, J. (2018). Development, feasibility, and preliminary efficacy of an employment-related social skills intervention for young adults with high-functioning autism. Autism, 00(0), 1-12. doi: https://doi.org/10.1177/1362361318801345.

Tsui, G. & Rutherford, M. (2014). Video self-modeling is an effective intervention for an adult with autism. Case Reports in Neurological Medicine, 2014, 1-7. doi: 10.1155/2014/425897.

Tsunemi, K., Tamura, A., Ogawa, S., Isomura, T., Ito, H., Ida, M. & Masataka, N. (2014). Intensive exposure to narrative in story books as a possibly effective treatment of social perspective-taking in schoolchildren with autism. Frontiers in Psychology, 5(2), 1-8. doi: 10.3389/fpsyg.2014.00002.

Urrútia, G. & Bonfill, X. (2010). Declaración PRISMA: Una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina Clínica (Barcelona), 135(11), 507-511. doi: 10.1016/j.medcli.2010.01.015.

Vesperini, S., Askenazy, F., Renaudo, N., Staccini, P., Hun, S., Legall, E. & Serret, S. (2015). Intervention pro-sociale chez l’enfant et l’adolescent avec trouble du spectre autistique sans déficit intellectuel: intérêt du support vidéo. L'Encéphale, 41(1), 47-55. doi: 10.1016/j.encep.2013.04.015.

Weinmann, S., Schwarzbach, C., Begemann, M., Roll, S., Vauth, C., Willich, S. N. & Greiner, W. (2009). Behavioural and skill-based early interventions in children with autism spectrum disorders. GMS Health Technology Assessment, 5, 1-10. doi: 10.3205/hta000072

Yoo, G. & Kim, S. (2018). Dyadic drum playing and social skills: Implications for rhythm-mediated intervention for children with autism spectrum disorder. Journal of Music Therapy, 55(3), 340-375. doi: https://doi.org/10.1093/jmt/thy013.

Zlomke, K., Jeter, K. & Murphy, J. (2017). Open-trial pilot of parent-child interaction therapy for children with autism spectrum disorder. Child & Family Behavior Therapy, 39(1), 1-18. doi: 10.1080/07317107.2016.1267999.

Publicado
01-07-2020
Cómo citar
Bru Luna, L. M., Martí-Vilar, M., & González Sala, F. (2020). Revisión sistemática de intervenciones en prosocialidad y empatía en personas con TEA. Revista de Investigación Educativa, 38(2), 359–377. https://doi.org/10.6018/rie.395421
Número
Sección
Artículos