Introduction: The aim of this article is to determine whether there are differences in the coping strategies of parents of children with disabilities (autism spectrum disorder or other disabilities) and children without disabilities, in reference to the most stressful situation they have experienced with their child in the last year.Method: To conduct the study, a purposive sample selection based on case‐control characteristics was carried out, in which a total sample of 170 participants was recruited. Participants were assigned, according to their characteristics, to the group of parents of children without disabilities, with ASD or with other disabilities. An ad hoc sociodemographic questionnaire and the Coping Responses Inventory for adults were administered.Results: The results obtained indicate that there are differences in the use of coping strategies between parents of children without disabilities and with disabilities but not between the two disability groups. Parents of children with disabilities have significantly higher scores on the four subscales defined as avoidance strategies, and on one subscale identified as an approach strategy.Conclusions: Parents of children with disabilities use avoidance strategies, to a greater extent, during the most stressful situations they have experienced in the last year with their child. In addition, they tend to use avoidance strategies regardless of the type of disability their child has.

Introducción: la importancia de las competencias comunicativas y el manejo de la expresión oral en la formación Universitaria viene recogida en distintos planes de estudios y asignaturas dentro del Espacio Europeo de Educación Superior. Estas competencias son prioritarias para el desarrollo profesional en distintos campos e implican el aprendizaje de una serie de habilidades que van desde el manejo de vocabulario adecuado, la organización del discurso y de la información, hasta la regulación de la ansiedad que suele provocar el hecho de hablar en público. Los objetivos del presente estudio son; 1 favorecer el aprendizaje de competencias orales y disminuir la ansiedad a hablar en público en estudiantes universitarios; 2. comprobar y comparar los efectos de las estrategias educativas y psicoeducativas aplicadas. Metodología: para ello se aplicó un experimento (pre-post) en el que se implementaron tres estrategias diferentes en una muestra de 51 participantes divididos en tres grupos, (grupo de intervención mediante taller; grupo de intervención mediante debate; grupo control). Resultados: se observan resultados positivos y eficaces en la mejora de competencias orales y confianza para hablar en público, así como una reducción de la ansiedad tras las distintas intervenciones. Discusión: estos hallazgos son relevantes para su implementación en programas específicos de mejora de las competencias comunicativas en el alumnado. Conclusiones: las intervenciones educativas y psicoeducativas mejoran la competencia oral y la ansiedad, siendo la aplicación de un taller de comunicación más efectiva que otras estrategias, consiguiendo generar un clima de participación activa en el aula.

The effective teaching of language is an aspect of special relevance regarding the good adjustment of children in contexts such as school, family, or community. This article performs an experimental procedure to check which language teaching methodology is most effective in a sample of children. The objective was to analyze the influence of training, Condition 1 (pure tacts more intraverbal) or Condition 2 (pure tacts more impure tacts), on emergence of two tests involving impure tacts (AB-C, AB-D) and four new complex intraverbals (BC-D, BD-C) for each of two sets of stimuli (Set 1 and Set 2). The sample comprised 54 children aged between 6 and 12 years, divided into two groups of different experimental conditions. The results revealed statistically significant differences in performance on the tests of impure tacts and complex intraverbal, obtaining highly effective results in Condition 2. This teaching method using compound stimuli (impure tacts) clearly favors the expansion of language. The practical implications of this work can be more effective language teaching methodologies implemented that favor the good psychosocial adjustment of children in contexts such as family, school, or the community in general.