Diagnóstico en educación de los trastornos de espectro autista

  1. Aranzazu Cervera Chulvi 1
  2. Sonia Martínez-Sanchis 1
  3. Ricard Marí Molla 1
  4. Jesús Suárez Rodríguez 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Aldizkaria:
Informació psicològica

ISSN: 0214-347X

Argitalpen urtea: 2015

Zenbakia: 110

Orrialdeak: 51-65

Mota: Artikulua

DOI: 10.14635/IPSIC.2015.110.8 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: Informació psicològica

Garapen Iraunkorreko Helburuak

Laburpena

This article exposes the main conclusions of different guides of national and international best practices as a referent for the professional practice of the diagnostic of ASD in education. The process of diagnostic would incorporate 5 phases: Collection of information, analysis of the information, assessment of the information, proposal of intervention which validates the process diagnostic and evaluation of the whole process, including the agents involved in it. Barriers in the organization as well as internal or external policies could difficult follow the recommendations of the best practices. It would be necessary to analyze this as well as the causes and implications of the separation between diagnostic and intervention to design actions leading to their integration.

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