Examinando por Autor "Valencia, Nieves"
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Ítem La evaluación del potencial de aprendizaje, estrategias para la intervención en atención temprana.(2024-06-27) Barba-Colmenero, Francisca; Valencia, Nieves; Robles-Bello, María Auxiliadora; Universidad de Jaén. Departamento de Psicología.La evaluación psicológica infantil es crucial en educación, investigación y práctica clínica para detectar problemas tempranos. Las pruebas de evaluación dinámica (ED) representan una innovación frente a las estáticas, fundamentadas en teorías como la Modificabilidad Cognitiva Estructural de Feuerstein y la Zona de Desarrollo Próximo de Vygotsky. La ED sigue un formato pretest-entrenamiento-postest, mejorando la adaptabilidad y completitud de la evaluación. Esta tesis busca demostrar la utilidad de la evaluación del potencial de aprendizaje en niños y niñas, incluidos aquellos con dificultades como el Síndrome de Down. Tres estudios muestran su eficacia en diversas poblaciones, evidenciando mejoras significativas en el potencial de aprendizaje y funciones cognitivas. Estos resultados respaldan la efectividad de la ED en la evaluación infantil, fomentando el desarrollo y aprendizaje desde una edad temprana. Child psychological assessment is crucial in education, research and clinical practice to detect early problems. Dynamic Evaluation (DE) tests represent an innovation over static tests, based on theories such as Feuerstein's Structural Cognitive Modifiability and Vygotsky's Zone of Proximal Development. The DE follows a pretest-training-posttest format, improving the adaptability and completeness of the assessment. This thesis seeks to demonstrate the utility of the assessment of learning potential in children, including those with difficulties such as Down Syndrome. Three studies show its efficacy in diverse populations, evidencing significant improvements in learning potential and cognitive functions. These results support the effectiveness of DE in child assessment, promoting development and learning from an early age.Ítem Experiences and coping strategies of parents with children diagnosed with autism spectrum disorder in early care with emphasis on social skills and family cultural values: A qualitative study(Elsevier, 2025-03-26) Galán-Vera, Ingrid; Robles-Bello, María Auxiliadora; Sarhani, Aziz; Valencia, NievesParents of children diagnosed with autism spectrum disorder (ASD) often experience a grieving process upon receiving the diagnosis. In Spain, early care centers focus on providing care to this population. However, little is known about parents’ experiences during this process, the daily challenges they face due to their children’s social skills deficits, and how their context and values influence this process. The aim of this study was to explore and describe the experiences of parents of children diagnosed with ASD in early care services, focusing on their children’s social skills and the family’s cultural values. For this purpose, a semi-structured interview was conducted with 17 parents and a qualitative thematic analysis was made based on the principles of Gadamer’s hermeneutic phenomenology. Three main themes could be identified: the emotional process of the parents upon receiving the diagnosis, the unanticipated obstacles and coping strategies they use, and the role of cultural family values that maintain the family dynamics. Part of the findings emphasize the need for greater parental mental health care, the social difficulties faced by both parents and their children, and the importance of support networks and parental values in raising their children.Ítem The relationship between learning potential in preschool children and their cognitive abilities(Colegio oficial de la Psicología de Madrid, 2024) Barba-Colmenero, Francisca; Robles-Bello, María Auxiliadora; Valencia, Nieves[ES] La mejora de las capacidades cognitivas es relevante a la hora de diseñar planes de tratamiento. En este estudio se ha examinado el rendimiento en tareas cognitivas de niños preescolares con síndrome de Down en comparación con niños con discapacidad intelectual inespecífica (por ejemplo, el razonamiento no verbal y la memoria a corto plazo), así como en la mejora de las funciones cognitivas mediante una metodología de potencial de aprendizaje o evaluación dinámica. Los dos grupos con discapacidad intelectual mostraron un rendimiento similar en las tareas de memoria a corto plazo, verbales y en categorización, registrándose diferencias en las tareas visuales de memoria a corto plazo. Su rendimiento fue inferior al de los niños de desarrollo típico comparable en edad cronológica. El rendimiento cognoscitivo de los grupos mejoró considerablemente de la situación pretest a la de postest, con ganancias particularmente significativas en el grupo inespecífico. Se analizan los factores que pueden afectar potencialmente al rendimiento de los niños antes y durante la evaluación del potencial de aprendizaje. [EN] Enhancing cognitive abilities is relevant when devising treatment plans. This study examined the performance of preschoolers with Down syndrome and nonspecific intellectual disability in cognitive tasks (e.g., nonverbal reasoning and short-term memory) as well as in improving cognitive functions by means of a learning potential methodology. The two groups with intellectual disability showed similar performance on verbal short-term memory tasks and rule-based categorization, with differences recorded in visual short-term memory tasks. Their performance was below that of typically developing children comparable in chronological age. Groups’ cognitive performance improved significantly between pre- and post-intervention, with particularly significant gains in the nonspecific group. Factors that may potentially affect children’s performance before and during learning potential assessment are discussed.