Discrepancies between parents and teachers of students with autism spectrum disorder (ASD) in executive functioning according to the BRIEF

  1. González Sala, Francisco
  2. Pastor-Cerezuela, Gemma
  3. Sanz-Cervera, Pilar
  4. Tárraga-Mínguez, Raúl
Revista:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Año de publicación: 2023

Volumen: 39

Número: 1

Páginas: 81-87

Tipo: Artículo

DOI: 10.6018/ANALESPS.481531 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: Anales de psicología

Resumen

Uno de los puntos críticos en la evaluación del trastorno del espectro autista es la manifestación del comportamiento en varios contextos del desarrollo, por lo que la valoración por parte de diferentes informantes es un aspecto clave. El objetivo de este estudio fue analizar la existencia de discrepancias entre padres y maestros en la evaluación del funionamiento ejecutivo en una muestra de 43 niños con un trastorno del espectro autista de nivel de gravedad 2. Para ello se compararon las puntuaciones obtenidas en las subescalas del BRIEF entre padres y maestros, y se analizó la relación entre tales puntuaciones. Los resultados obtenidos indicaron, en primer lugar, diferencias estadísticamente significativas entre padres y maestros en todas las escalas, siendo los maestros quienes informaron de una mayor disfunción ejecutiva, y en segundo lugar, la ausencia de correlaciones estadísticamente significativas entre las puntuaciones otorgadas por ambos informantes en casi todas las escalas. Se puede concluir que existen diferencias en cuanto a la percepción que tienen padres y maestros con respecto a las funciones ejecutivas de los niños con TEA, lo que puede estar en consonancia con la relevancia o el papel que tienen estas funciones en el contexto en el que son evaluadas.

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