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Development of cognitive relations in students with autism spectrum disorder

Manuel Ojea Rúa and María D. Dapía Conde

People with autism spectrum disorders (ASD) have limitations at the level of perceptual-cognitive development, which are specified in a particular processing to analyze and codify the characteristics of concepts, as well as to establish relationships or conceptual links. This study presents have a basic aim develop an experimental analysis of the effectiveness of a specific program for conceptual and categorical coding and the creation of conceptual relationships along learning. A total of 33 students with ASD participated, which have been distributed in three experimental groups (EG). EG1 (n= 14) followed the application of a development specific program of conceptual and categorical relationships. EG2 (n= 9) participants learned the relationships development throughout curricular learning process. EG3 (n= 10) continued a regular curricular development without specific guidance. Results found along three successive measurements (total= 8 months), analyzed through non-parametric statistical tests (Kruskall-Wallis Test) lets conclude the EG1 participants improved significantly in tasks of semantic comprehension, compared with your peers. Finally, it concluded that creation of conceptual relations and semantic coding processes are significant related cognitively (Friedman Test, sig = .00).

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