Sistema pictográfico de comunicación para desarrollar habilidades comunicativas e interacción social en un escolar con Trastorno del Espectro Autista de la Escuela Municipal Héroes del Cenepa, 2024 – 2025
The objective of the research was to analyze the Picture Communication Symbols (PCS) in the development of communication and social interaction skills in a third-grade schoolchild with Autism Spectrum Disorder (ASD) of the “Héroes del Cenepa” Basic Education School, 2024 - 2025. The research was car...
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| Médium: | bachelorThesis |
| Jazyk: | spa |
| Vydáno: |
2025
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| Témata: | |
| On-line přístup: | https://dspace.unl.edu.ec/jspui/handle/123456789/32291 |
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Přidat tag | Shrnutí: | The objective of the research was to analyze the Picture Communication Symbols (PCS) in the development of communication and social interaction skills in a third-grade schoolchild with Autism Spectrum Disorder (ASD) of the “Héroes del Cenepa” Basic Education School, 2024 - 2025. The research was carried out with a qualitative, correlational, cross-sectional approach and a quasi-experimental design. For data collection, tools such as a field journal and the GARS-3S test were used, which allowed us to obtain relevant information about the student's skills and evaluating the impact of the PCS on their communication and social interaction. In the initial evaluation of the schoolchild, significant difficulties in communication and social interaction were identified, classified as level 2 in severity, indicating the need for substantial support in these areas. However, after the intervention with the the Picture Communication Symbols (PCS) and the application of the post-test, the student managed to advance to a level 1 of severity, requiring only minimal support. The implementation of the PCS proved to be an effective tool to improve the student's communication and interpersonal skills. The results reflect a positive impact on his social development, facilitating not only communication, but also interaction with his peers and teachers. This progress highlights the importance of using appropriate psychopedagogical strategies that respond to the specific needs of students with Autism Spectrum Disorder, thus promoting a more inclusive educational environment adapted to their requirements |
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