Publicación:
Lenguaje, memoria de trabajo, flexibilidad cognitiva, y sus afectaciones en niños diagnosticados con trastorno del espectro autista: una revisión sistemática

dc.contributor.authorHoyos Gómez, Ingridspa
dc.contributor.authorCardona Aguirre , Andrésspa
dc.date.accessioned2025-08-22 20:18:31
dc.date.accessioned2025-12-15T16:40:04Z
dc.date.available2025-08-22 20:18:31
dc.date.issued2025-08-22
dc.format.mimetypeapplication/pdf
dc.identifier.doi10.21892/01239813.692
dc.identifier.eissn2500-5766
dc.identifier.issn0123-9813
dc.identifier.urihttps://repositorio.cecar.edu.co/handle/cecar/11351
dc.identifier.urlhttps://doi.org/10.21892/01239813.692
dc.language.iso
dc.publisherCorporación Universitaria del Caribe - CECARspa
dc.relation.bitstreamhttps://revistas.cecar.edu.co/index.php/Busqueda/article/download/692/855
dc.relation.citationeditionNúm. 1 , Año 2025 : Revista Búsqueda Vol. 12 Núm. 1 (2025)spa
dc.relation.citationendpage68
dc.relation.citationissue1spa
dc.relation.citationstartpage52
dc.relation.citationvolume12spa
dc.relation.ispartofjournalBúsquedaspa
dc.relation.referencesAhtam, B., Braeutigam, S. y Bailey, A. (2020). Semantic processing in autism spectrum disorders is associated with the timing of language acquisition: A magnetoencephalographic study. Frontiers in Human Neuroscience, 14, 267. https://doi.org/10.3389%2Ffnhum.2020.00267
dc.relation.referencesAkbar, M., Loomis, R. y Pail, R. (2013). The interplay of language on executive functions in children with ASD. Research in Autism Spectrum Disorders, 7, 494-501. http://dx.doi.org/10.1016/j.rasd.2012.09.001
dc.relation.referencesAlandadze, T., Braeken, J., Brynskov, C. y Bottegaard, K-A. (2022). Metaphor comprehension in individuals with autism spectrum disorder: Core language skills matter. Journal of Autism and Developmental Disorder, 52(1), 316–326. https://doi.org/10.1007/s10803-021-04922-z
dc.relation.referencesAndres-Roqueta, C. y Katsos, N. (2020). A distinction between linguistic and social pragmatics helps the precise characterization of pragmatic challenges in children with autism spectrum disorders and developmental language disorder. Journal of Speech, Language, and Hearing Research, 63(5), 1494-1508. https://doi.org/10.1044/2020_jslhr-19-00263
dc.relation.referencesAnning, K. L., Langley, K., Hobson, C. y Van Goozen, S. H. M. (2021). Dimensional associations between executive function processes and symptoms of ADHD, ASD, oppositional defiance and anxiety in young school-referred children. Cortex, 167, 132-147. https://doi.org/10.1016/j.cortex.2023.06.005
dc.relation.referencesAsghari S. Z., Farashi S., Bashirian S., y Jenabi E. Distinctive prosodic features of people with autism spectrum disorder: A systematic review and meta-analysis study. Scientific Reports, 11(1), 23093. https://doi.org/10.1038/s41598-021-02487-6
dc.relation.referencesAsociación Americana de Psiquiatría [APA] (2013). Manual Diagnóstico y Estadístico de los Trastornos Mentales (5ta ed.). American Psychiatric Publishing.
dc.relation.referencesBaddeley, A. (1986). Working memory. Clarendon Press.
dc.relation.referencesBang, J. Y., Adiao, A. S., Marchman, V. A. y Feldman, H. M. (2020). Language nutrition for language health in children with disorders: a scoping review. Pediatric Research, 87(2), 300-308. https://doi.org/10.1038/s41390-019-0551-0
dc.relation.referencesBelteki, Z., Lumbreras, R., Fico, K., Haman, E. y Junge, C. (2022). The vocabulary of infants with an Elevated Likelihood and diagnosis of autism spectrum disorder: A systematic review and meta-analysis of infant language studies using the CDI and MSEL. International Journal of Environmental Research Public Health, 19(3), 1469. https://doi.org/10.3390/ijerph19031469
dc.relation.referencesBlackhurst, T., Warmelink, L., Roestorf, A., y Hartley, C. (2024). The Brunswik Lens Model: A theoretical framework for advancing understanding of deceptive communication in autism. Frontiers in Psychology, 15, 1388726. https://doi.org/10.3389%2Ffpsyg.2024.1388726
dc.relation.referencesBrignell, A., Harwood, R. C., May, T., Woolfenden, S., Montgomery, A., Iorio, A. y Williams, K. (2022). Overall prognosis of preschool autism spectrum disorder diagnoses. Cochrane Database of Systematic Reviews, 9(9). https://doi.org/10.1002/14651858.cd012749.pub2
dc.relation.referencesCardillo, R., Mammarella, I. C., Demurie, E., Giofrè, D. y Roeyers, H. (2020). Pragmatic language in children and adolescents with Autism Spectrum Disorder: Do theory of mind and executive functions have a mediating role? Autism Research, 14(5), 932-945. https://doi.org/10.1002/aur.2423
dc.relation.referencesChaware, S. H., Dubey S. G., Kakatkar, V., Jankar, A., Pustake, S. y Darekar, A. (2021). The systematic review and meta-analysis of oral sensory challenges in children and adolescents with autism spectrum disorder. Journal of International Society of Preventive y Community Dentistry, 11(5), 469-480. https://doi.org/10.4103/jispcd.jispcd_135_21
dc.relation.referencesChenausky, K. V., Norton, A. C., Tager-Flusberg, H. y Schlaug, G. (2022). Auditory-motor mapping training: Testing an intonation-based spoken language treatment for minimally verbal children with autism spectrum disorder. Annuals of the New York Academy of Sciences. 1515(1), 266-275. https://doi.org/10.1111/nyas.14817
dc.relation.referencesCid-Duarte, S., Areces, D. y Núñez, J. C. (2022). Las Funciones Ejecutivas en población infanto-juvenil que presenta TEA y TDAH en comorbilidad: Una revisión sistemática. Revista del Consejo General de la Psicología de España, 18(1), 30-39. https://doi.org/10.23923/rpye2023.01.232
dc.relation.referencesCoburn, K. L. y Williams, D. L. (2021). Development of neural structure and function in autism spectrum disorder: Potential implications for learning language. American Journal of Speech-Language Pathology, 29(4), 1783-1797. https://doi.org/10.1044/2020_ajslp-19-00209
dc.relation.referencesDeng, J., Lei, T. y Du, X. (2023). Effects of sensory integration training on balance function and executive function in children with autism spectrum disorder: evidence from Footscan and fNIRS. Frontiers in Psychology, 14, 1269462. https://doi.org/10.3389/fpsyg.2023.1269462
dc.relation.referencesEdmunds, S. R., MacNaughton, G. A., Rueda, M. R., Combita, L. M. y Faja, S. (2022). Beyond group differences: Exploring the preliminary signals of target engagement of an executive function training for autistic children. Autism Research, 15(7), 1261-1273. https://doi.org/10.1002/aur.2735
dc.relation.referencesFabio, R. A., Esposito, S., Carrozza, C., Pino, G. y Caprì, T. (2020). Correlations between facial emotion recognition and cognitive flexibility in autism spectrum disorder. Advances in Autism, 6(3), 195-204. http://dx.doi.org/10.1108/AIA-02-2019-0005
dc.relation.referencesFaja, S., Clarkson, T., Gilbert, R., Vaidyanathan, A., Greco, G., Rueda, M. R., Combita, L. M. y Driscoll, K. (2022). A preliminary randomized, controlled trial of executive function training for children with autism spectrum disorder. Autism, 26(2), 346-360. https://doi.org/10.1177/13623613211014990
dc.relation.referencesFrancis, G., Deniz, E., Torgerson, C. y Toseeb, U. (2022). Play-based interventions for mental health: A systematic review and meta-analysis focused on children and adolescents with autism spectrum disorder and developmental language disorder. Autism y Developmental Language Impairments, 7, 23969415211073118. https://doi.org/10.1177/23969415211073118
dc.relation.referencesFélix, J., Santos, M. E. y Benitez-Burraco, A. (2024). Specific language impairment, autism spectrum disorders and social (pragmatic) communication disorders: Is there overlap in language deficits? A review. Review Journal of Autism and Developmental Disorder, 11, 86–106. https://doi.org/10.1007/s40489-022-00327-5
dc.relation.referencesGodoy, P.B., Shephard, E., Milosavljevic, B., Johnson, M. H. y Charman, T. (2021). Brief report: associations between cognitive control processes and traits of Autism Spectrum Disorder (ASD), attention-Deficit/Hyperactivity Disorder (ADHD) and anxiety in children at elevated and typical familial likelihood for ASD. Journal of Autism and Developmental Disorder, 51, 3001–3013. https://doi.org/10.1007/s10803-020-04732-9
dc.relation.referencesGonzález, P., Torralvo, I., Acosta, V., Ramírez, G. y Hernandez, S. (2016). Children with autism spectrum disorder have deficits in executive functions. Revista De Psiquiatría Infanto-Juvenil. https://doi.org/10.31766/revpsij.v33n3a3
dc.relation.referencesGiangiacomo, E., Visaggi, M. C., Aceti, F., Giacchetti, N., Martucci, M., Giovannone, F., Valente, D., Galeoto, G., Tofani, M. y Sogos, C. (2022). Early neuro-psychomotor therapy intervention for theory of mind and emotion recognition in neurodevelopmental disorders: A pilot study. children, 9(8), 1142. https://doi.org/10.3390/children9081142
dc.relation.referencesGreen, J., Leadbitter, K., Ellis, C., Taylor, L., Moore, H. L., Carruthers, S., James, K., Taylor, C., Balabanovska, M., Langhorne, S., Aldred, C., Slonims, V., Grahame, V., Parr, J., Humphrey, N., Howlin, P., McConachie, H., Couteur, A. L., Charman, T., Emsley, R. y Pickles, A. (2022). Combined social communication therapy at home and in education for young autistic children in England (PACT-G): a parallel, single-blind, randomized controlled trial. Lancet Psychiatry, 9(4), 307-320. https://doi.org/10.3310/LBXI2342
dc.relation.referencesHabayeb, S., Tsang, T., Saulnier, C., Klaiman, C., Jones, W., Klin, A. y Edwards, L. A. (2021). Visual traces of language acquisition in toddlers with autism spectrum disorder during the second year of life. Journal of Autism Developmental Disorder, 51(7), 2519-2530. https://doi.org/10.1007/s10803-020-04730-x
dc.relation.referencesIversen, R. K. y Lewis, C. (2021). Executive function skills are linked to restricted and repetitive behaviors: three correlational meta-analyses. Autism Research, 14(6), 1163-1185. https://doi.org/10.1002/aur.2468
dc.relation.referencesIverson, J. M., y Wozniak, R. H. (2007). Variation in vocal-motor development in infant siblings of children with autism. Journal of Autism and Developmental Disorders, 37, 158–170. https://doi.org/10.1007/s10803-006-0339-z
dc.relation.referencesJones, C. R. G., Simonoff, E., Baird, G., Pickles, A., Marsden, A. J. S., Tregay, J., Happé, F. y Charman, T. (2017). The association between theory of mind, executive function, and the symptoms of autism spectrum disorder. Autism Research, 11(1), pp. 95-109. https://doi.org/10.1002/aur.1873
dc.relation.referencesKato, S., Hanawa, K., Linh, V. P., Saito, M., Iimura, R., Inui, K. y Nakamura, K. (2022). Toward mapping pragmatic impairment of autism spectrum disorder individuals through the development of a corpus of spoken Japanese. PLoS ONE, 17(2), e0264204. https://doi.org/10.1371/journal.pone.0264204
dc.relation.referencesLage, C., Smith, E. S. y Lawson, R. P. (2024). A meta-analysis of cognitive flexibility in autism spectrum disorder. Neuroscience and Biobehavioral Reviews, 157, 105511. https://doi.org/10.1016/j.neubiorev.2023.105511
dc.relation.referencesLara, M. (2016). Trastorno del espectro autista su comorbilidad y estrategias de atención. Revista Nacional e Internacional de Educación Inclusiva, 9(2), 195-214. https://revistaeducacioninclusiva.es/index.php/REI/article/view/60
dc.relation.referencesLeGrand, K. J., Weil, L. W., Lord, C. y Luyster, R. J. (2021). Identifying childhood expressive language features that best predict adult language and communication outcome in individuals with autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 64(6), 1-15. https://doi.org/10.1044/2021_jslhr-20-00544
dc.relation.referencesLloyd-Esenkaya, V., Russell, A. J. y Clair M. St. (2020). What are the peer interaction strengths and difficulties in children with developmental language disorder? A systematic review. International Journal of Environmental Research and Public Health, 17(9), 3140. https://doi.org/10.3390/ijerph17093140
dc.relation.referencesLynn, A., Luna, B. y O'Hearn, K. (2022). Visual working memory performance is intact across development in autism spectrum disorder. Autism Research, 15(5), 881-891. https://doi.org/10.1002/aur.2683
dc.relation.referencesMathée-Scott, J., Larson, C., Venker, C., Pomper, R., Edwards, J., Saffran, J. y Ellis S. W. (2022). Use of mutual exclusivity and its relationship to language ability in toddlers with autism spectrum disorder. Journal of Autism Developmental Disorder, 52(10), 4528-4539. https://doi.org/10.1007/s10803-021-05321-0
dc.relation.referencesMazzarella, D. y Noveck, I. (2021). Pragmatics and mind reading: The puzzle of autism (Response to Kissine). Language, 97(3), e198-e210. https://doi.org/10.1353/lan.2021.0037
dc.relation.referencesMcDaniel, J., Brady, N. C. y Warren, S. F. (2022). Effectiveness of responsivity intervention strategies on prelinguistic and language outcomes for children with autism spectrum disorder: A systematic review and meta-analysis of group and single case studies. Journal of Autism and Developmental Disorder, 52(11), 4783-4816. https://doi.org/10.1007/s10803-021-05331-y
dc.relation.referencesMontagut-Asunción, M., Flores-Pérez, E. J., Tijeras-Iborra, A. y Pastor-Cerezuela, G. (2020). Intervenciones dirigidas a la disminución de los síntomas obsesivo-compulsivos en personas con trastorno del espectro autista: una revisión. Escritos en sicología, 13(2), 80-89. https://doi.org/1024310/espsiescpsi.v13i2.12414
dc.relation.referencesOzsivadjian, A., Hollocks, M., Magiati, I., Happé, F., Baird, G. y Absoud, M. (2020). Is cognitive inflexibility a missing link? The role of cognitive inflexibility, alexithymia and intolerance of uncertainty in externalising and internalising behaviours in young people with autism spectrum disorder. The Journal of Child Psychology and Psychiatry, 62(6), 715-724. https://doi.org/10.1111/jcpp.13295
dc.relation.referencesPereverzeva, D. S., Mamokhina, U. A., Davydova, E. Y., Lopukhina, A. A., Arutiunian, V. G. y Khaustov, A. V. (2021). Receptive language in primary-school-aged children with autism spectrum disorder. Clinical Psychology and Special Education, 10(4), 137–161. https://doi.org/10.17759/cpse.2021100407
dc.relation.referencesPuyuelo, M. y Rondal, J. (2003). Manual de desarrollo y alteraciones del lenguaje. Masson.
dc.relation.referencesRajapakse, R. (2024). Understanding social cognitive deficits in children with autism spectrum disorders: Implications for clinical practice and educational and societal integration. Social Science Research Network, 1-21. http://dx.doi.org/10.2139/ssrn.4882621
dc.relation.referencesReindal, L., Nærland, T., Weidle, B., Lydersen, S., Andreassen, O. A. y Sund, A. M. (2023). Structural and pragmatic language impairments in children evaluated for autism spectrum disorder (ASD). Journal of Autism and Developmental Disorder, 53(2), 701-719. https://doi.org/10.1007/s10803-020-04853-1
dc.relation.referencesRibeiro L. de O., Brian, J., Kelley, E., Beal, D., Nicolson, R., Georgiades, S., Iaboni, A., Fragiadakis, S. D., Ristic, L., Anagnostou, E. y Sanjeevan, T. (2020). Exploring the use of the verbal intelligence quotient as a proxy for language ability in autism spectrum disorder. Research in Autism Spectrum Disorders, 73, 101548. https://doi.org/10.1016/j.rasd.2020.101548
dc.relation.referencesRoberts, M. Y., Stern, Y. S., Grauzer, J. M., Nietfeld, J. P., Thompson, S. K., Jones, M. K., Kaat, A. J. y Kaiser, A.P. (2022). Teaching caregivers to support social communication: Results from a randomized clinical trial of autistic toddlers. American Journal of Speech-Language Pathology, 32(1), 115-127. https://doi.org/10.1044/2022_ajslp-22-00133
dc.relation.referencesRocha, S. V., Yumi, L. S., Hyter, Y. y Miranda, F. D. (2021). Social communication and pragmatic skills of children with Autism Spectrum Disorder and Developmental Language Disorder. Codas, 34(2), e20210075. https://doi.org/10.1590/2317-1782/20212021075
dc.relation.referencesSaigh A. P. y Honorio, A. R. (2024). Interactions between children in preschool: perception of differences in the school inclusion process for children with autism. Child Studies, (4), 49–70. https://doi.org/10.21814/childstudies.5679
dc.relation.referencesSami, H., Tei, S., Takahashi, H. y Fujino, J. (2023). Association of cognitive flexibility with neural activation during the theory of mind processing. Behavioral Brain Research, 443, 114332. https://doi.org/10.1016/j.bbr.2023.114332
dc.relation.referencesSánchez-Ceballos, L. A., Trujillo-Galeano, Á., Martín, D. M. y Ruiz, J. S. (2021). Métodos de intervención en el trastorno del espectro autista: una revisión sistemática. Revista Latinoamericana en Discapacidad, Sociedad y Derechos Humanos, 5(2), 83-106. https://www.researchgate.net/publication/358357148_METODOS_DE_INTERVENCION_EN_EL_TRASTORNO_DEL_ESPECTRO_AUTISTA_UNA_REVISION_SISTEMATICA_INTERVENTION_METHODS_IN_AUTISM_SPECTRUM_DISORDER_A_SYSTEMATIC_REVIEW
dc.relation.referencesSánchez, J. V. (2023). Comorbilidad psiquiátrica y funciones ejecutivas en población con trastorno del espectro autista. Revista Inclusiones, 10(especial), 36-51. https://doi.org/10.58210/fprc3502
dc.relation.referencesSánchez, P. P., Nordahl-Hansen, A. y Kaale, A. (2020). The role of context in language development for children with autism spectrum disorder. Frontiers in Psychology, 11, 563925. https://doi.org/10.3389/fpsyg.2020.563925
dc.relation.referencesSandbank, M., Bottema‐Beutel, K., Crowley, S., Cassidy, M., Feldman, J.I., Canihuante, M. y Woynaroski, T.G. (2020). Intervention effects on language in children with autism: A project AIM meta-analysis. Journal of Speech, Language, and Hearing Research, 63(5), 1537-1560. https://doi.org/10.1044%2F2020_JSLHR-19-00167
dc.relation.referencesSandbank, M., Bottema-Beutel, K., Crowley, S., Cassidy, M., Dunham, K., Feldman, J. I., Crank, J., Albarran, S., Raj, S., Mahbub, P. y Woynaroski, T. (2023). Autism intervention meta-analysis of early childhood studies (Project AIM): Updated systematic review and secondary analysis. Psychological Bulltin, 146(1) ,1-29. https://doi.org/10.1037%2Fbul0000215
dc.relation.referencesSandoval, A. M., González, V. R. y Madriz, L. B. (2020). Retos y oportunidades: teatro como estrategia de mediación pedagógica para el desarrollo de habilidades sociales. Innovaciones Educativas, 22(32), 65-77. http://dx.doi.org/10.22458/ie.v22i32.2821
dc.relation.referencesScahill, L., Shillingsburg, M. A., Ousley, O., Pileggi, M. L., Kilnourne, R. L., Buckley, D., Gillespie, S. E. y McCracken, C. (2021). A randomized trial of direct instruction language for learning in children with autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 61(6), 772-781. https://doi.org/10.1016/j.jaac.2021.11.034
dc.relation.referencesShi, B., Wu, W., Dai, M., Zeng, J., Luo, J., Cai, L., Wan, B. y Jing, J. (2021). Cognitive, language, and behavioral outcomes in children with autism spectrum disorders exposed to early comprehensive treatment models: A meta-analysis and meta-regression. Frontiers in Psychiatry, 12, 691148. https://doi.org/10.3389/fpsyt.2021.691148
dc.relation.referencesShih, W., Shire, S., Chang, Y. C., y Kasari, C. (2021). Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD. Journal of Child Psychology and Psychiatry, 62(10),1228-1235. https://doi.org/10.1111/jcpp.13405
dc.relation.referencesSterrett, K., Holbrook, A., Landa, R., Kaiser, A. y Kasari, C. (2023). The effect of responsiveness to speech-generating device input on spoken language in children with autism spectrum disorder who are minimally verbal. Augmentative and Alternative Communication, 39(1), 23-32. https://doi.org/10.1080/07434618.2022.2120070
dc.relation.referencesSumastri, H. y Pastari, M. (2022). The effectiveness of combination of play therapy and talk therapy on the behavior of children with autism spectrum disorder (ASD). Eduvest, Journal of Universal Studies, 2(9), 1976-1686. https://doi.org/10.59188/eduvest.v2i9.573
dc.relation.referencesSwanson, M. R. (2020). The role of caregiver speech in supporting language development in infants and toddlers with autism spectrum disorder. Development and Psychopathology, 32(4), 1230–1239. https://doi.org/10.1017/s0954579420000838
dc.relation.referencesTulving, E. (1972). Episodic and semantic memory. En E. Tulving y W. Donaldson (ed.), Organization of memory (pp. 382-402). Academic Press
dc.relation.referencesVazquez-Vazquez, T. C., García-Herrera, D. G., Ochoa-Encalada, S. C. y Erazo-Álvarez, J. C. (2020). Estrategias didácticas para trabaar con niños con Trastorno del Espectro Autista. Revista Arbitrada Interdisciplinaria KOINONIA, 5(1), 589-612. http://dx.doi.org/10.35381/r.k.v5i1.799
dc.relation.referencesWelsh, M. C. y Pennington, B. F. (1988). Assessing frontal lobe functioning in childrens: Views from developmental psychology. Developmental Neuropsychology, 4(3), 199-230. http://dx.doi.org/10.1080/87565648809540405
dc.relation.referencesWijngaarden, V., de Wilde, H., van der Molen, D. M., Petter, J., Stegeman, I., Gerrits, E., Smit, A. L. y van den Boogaard, M. J. (2024). Genetic outcomes in children with developmental language disorder: a systematic review. Frontiers in Pediatrics, 12, 1315229. https://doi.org/10.3389/fped.2024.1315229
dc.relation.referencesYang, J., Gu, W. y Feng, C. (2021). Evaluating interactive language for children with autism spectrum disorder (ASD) in different contexts. Children, 9(6), 787. https://doi.org/10.3390/children9060787
dc.relation.referencesZacharov, O., Huster, R. J. y Kaale, A. (2021). Investigating Cognitive Flexibility in Preschool Children With Autism Spectrum Disorder. Frontiers in Psychology, 12, 737631. https://doi.org/10.3389/fpsyg.2021.737631
dc.relation.referencesZacharov, O., Huster, R. J. y Kaale, A. (2022). Working memory in pre-school children with autism spectrum disorder: An eye-tracking study. Frontiers in Psychology, 13, 922291. https://doi.org/10.3389/fpsyg.2022.922291
dc.relation.referencesZarokanellou, V., Prentza, A., Tafiadis, D., Kolaitis, G. y Papanikolaou, K. (2021). Lexical knowledge in school–aged children, with high-functioning autism spectrum disorder: Association with other linguistic. Languages. 9(1), 31. https://doi.org/10.3390/languages9010031
dc.relation.referencesZuluaga, A. T., Zuluaga, V. J. B. y Cuartas, A. J. M. (2022). Cognición social y funcionamiento ejecutivo en los trastornos del espectro autista: ¿Qué hace la diferencia? Interdisciplinaria, 39(2), 181-198. https://doi.org/10.16888/interd.2022.39.2.12
dc.rightsIngrid Hoyos Gómez, Andrés Cardona Aguirre (Autor) - 2025
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.creativecommonsEsta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourcehttps://revistas.cecar.edu.co/index.php/Busqueda/article/view/692
dc.subjectAutism Spectrum Disorder
dc.subjectWork memory
dc.subjectCognitive Flexibility
dc.subjectLanguage
dc.subjectSocial Interaction
dc.subjectSocial Communication
dc.subjectLanguage skills
dc.subjectPragmatic level
dc.subjectExecutive functions
dc.subjectCognitive habilyties
dc.subjectSocial skills
dc.subjectIntervention strategies
dc.subjectTrastorno del espectro autista
dc.subjectInfancia
dc.subjectMemoria de trabajo
dc.subjectFlexibilidad cognitiva
dc.subjectLenguaje
dc.subjectInteracción social
dc.subjectComunicación interpersonal
dc.subjectHabilidades sociales
dc.titleLenguaje, memoria de trabajo, flexibilidad cognitiva, y sus afectaciones en niños diagnosticados con trastorno del espectro autista: una revisión sistemáticaspa
dc.typeArtículo de revistaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_6501
dc.type.coarversionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/article
dc.type.localJournal articleeng
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication

Archivos