Estilos educativos familiares en el desarrollo socioafectivo en niños con autismo en la Escuela Particular Miguel Ángel Suarez, Loja periodo 2024 - 2025

The present research is a study on family educational styles in the socio-affective development of children with autism at the Miguel Angel Suarez Private School. Therefore, the general objective was to recognize the influence of parental attitudes and behavior on the development of socio-affective skills in children with ASD, with three specific objectives: to evaluate the socio-affective development of children with autism; to investigate parental involvement in the socio-affective development of children with autism; and to implement psychoeducational workshops that support the socio-affective development of children with ASD. This research was developed through a mixed quantitative-qualitative approach, descriptive, with a transversal non-experimental design. The applied methods were scientific, deductive, analytical, inductive and synthetic. For the gathering of empirical information, observation and standardized test techniques were prioritized. The instruments used were a structured observation guide with questions directed at the student with ASD, and a pre-and post-test called the PPE-pd, a profile of educational styles aimed at the parents. In the work, 5 students with a diagnosis of autism spectrum disorder and 5 parents were delimited as a sample. The results indicate that the students present an insufficient level of socio-affective skills, which hinders their ability to establish positive and interpersonal relationships. In the pretest, it was observed that the predominant educational style among parents was overprotective. However, after the implementation of the psychoeducational workshops, the post-test revealed that parents abandoned the overprotective style and adopted an assertive educational style in the education of their children. The main conclusion was that difficulties in socio-affective skills lead to problems in the development of the acquisition of skills and abilities to obtain healthy relationships with their environment. Initially, the predominant educational style among parents was overprotective, which influenced the development of these skills. However, the application of psychoeducational workshops allowed parents to adopt a more assertive educational style, which will probably contribute to a better socio-affective development in the students and to the improvement of their interpersonal relationships in the future. This change highlights the importance of educational interventions aimed at parents to foster parenting practices that favor the emotional and social growth of their children

• Үндсэн зохиолч: Quezada Quimis, Wendy Margarita (author)
• Формат: bachelorThesis
• Хэл сонгох: spa
• Хэвлэсэн: 2025
• Нөхцлүүд: EDUCACIÓN BÁSICA; HABILIDADES INTERPERSONALES; AUTISMO; HABILIDADES SOCIOAFECTIVAS
• Онлайн хандалт: https://dspace.unl.edu.ec/jspui/handle/123456789/32472