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Children in foster care have a high prevalence of attention deficit and hyperactivity disorder (ADHD) diagnosis, together with other difficulties in inattentive/hyperactive behaviors, executive and cognitive processes. Early exposure to adversity is a risk factor for developing ADHD via neurodevelopmental pathways. The goal of this research is (a) to study the cognitive and executive performance and inattentive/hyperactive behavior of ADHD-diagnosed children living in foster families in Spain, and (b) to analyze the role of placement variables in their performance. The sample was composed of 102 ADHD-diagnosed children aged 6- to 12-years-old, divided into two groups: 59 children living with non-relative foster families and 43 children not involved with protection services. Children’s executive function–inhibition, working memory, flexibility, attention, intellectual capacity, verbal comprehension, perceptive reasoning, working memory and processing speed were assessed using objective testing measures. At the same time, parents and teachers reported on children’s inattentive, hyperactive and impulsive behaviors. Children in foster care obtained lower scores in the general ability index than the control group after controlling the age at assessment. However, no differences were found in executive processes. Regarding placement factors, children with shorter exposure to adversities in their birth families and more time in foster care showed better executive performance. Professionals should consider the placement history of children in foster care and its influence on their symptomatology and cognitive capacities.
María Peñarrubia; Ignasi Navarro-Soria; Jesús Palacios; Javier Fenollar-Cortés. ADHD Symptomatology, Executive Function and Cognitive Performance Differences between Family Foster Care and Control Group in ADHD-Diagnosed Children. Children 2021, 8, 405 .
AMA StyleMaría Peñarrubia, Ignasi Navarro-Soria, Jesús Palacios, Javier Fenollar-Cortés. ADHD Symptomatology, Executive Function and Cognitive Performance Differences between Family Foster Care and Control Group in ADHD-Diagnosed Children. Children. 2021; 8 (5):405.
Chicago/Turabian StyleMaría Peñarrubia; Ignasi Navarro-Soria; Jesús Palacios; Javier Fenollar-Cortés. 2021. "ADHD Symptomatology, Executive Function and Cognitive Performance Differences between Family Foster Care and Control Group in ADHD-Diagnosed Children." Children 8, no. 5: 405.
Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.
Joshua Collado-Valero; Gemma Rodríguez-Infante; Marta Romero-González; Sara Gamboa-Ternero; Ignasi Navarro-Soria; Rocío Lavigne-Cerván. Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19. Sustainability 2021, 13, 5336 .
AMA StyleJoshua Collado-Valero, Gemma Rodríguez-Infante, Marta Romero-González, Sara Gamboa-Ternero, Ignasi Navarro-Soria, Rocío Lavigne-Cerván. Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19. Sustainability. 2021; 13 (10):5336.
Chicago/Turabian StyleJoshua Collado-Valero; Gemma Rodríguez-Infante; Marta Romero-González; Sara Gamboa-Ternero; Ignasi Navarro-Soria; Rocío Lavigne-Cerván. 2021. "Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19." Sustainability 13, no. 10: 5336.
Attention deficit hyperactivity disorder is the most common neuropsychological disorder in childhood and adolescence, affecting the basic psychological processes involved in learning, social adaptation and affective adjustment. From previous research, the disorder is linked to problems in different areas of development, with deficiencies in psychological processes leading to the development of the most common characteristics of the disorder such as inattention, excess of activity and lack of inhibitory control. As for the diagnosis, in spite of being a very frequent disorder, there are multiple controversies about which tools are the most suitable for evaluation. One of the most widespread tools in the professional field is behavior inventories such as the Strengths and Difficulties Questionnaires for Parents and Teachers or the ADHD Rating Scale-V. The main disadvantage of these assessment tools is that they do not provide an objective observation. For this reason, there are different studies focused on recording objective measures of the subjects’ movement, since hyperkinesia is one of the most characteristic symptoms of this disorder. In this sense, we have developed an application that, using a Kinect device, is capable of measuring the movement of the different parts of the body of up to six subjects in the classroom, being a natural context for the student. The main objective of this work is twofold, on the one hand, to investigate whether there are correlations between excessive movement and high scores in the inventories for the diagnosis of ADHD, Rating Scale-V and Strengths and Difficulties Questionnaire (SDQ) and, on the other hand, to determine which sections of the body present the most significant mobility in subjects diagnosed with ADHD. Results show that the control group, composed of neurotypical subjects, presents less kinaesthetic activity than the clinical group diagnosed with ADHD. This indicates that the experimental group presents one of the main characteristics of the disorder. In addition, results also show that practically all the measured body parts present significant differences, being higher in the clinical group, highlighting the head as the joint with the highest effect size.
Mireia Sempere-Tortosa; Francisco Fernández-Carrasco; Ignasi Navarro-Soria; Carlos Rizo-Maestre. Movement Patterns in Students Diagnosed with ADHD, Objective Measurement in a Natural Learning Environment. International Journal of Environmental Research and Public Health 2021, 18, 3870 .
AMA StyleMireia Sempere-Tortosa, Francisco Fernández-Carrasco, Ignasi Navarro-Soria, Carlos Rizo-Maestre. Movement Patterns in Students Diagnosed with ADHD, Objective Measurement in a Natural Learning Environment. International Journal of Environmental Research and Public Health. 2021; 18 (8):3870.
Chicago/Turabian StyleMireia Sempere-Tortosa; Francisco Fernández-Carrasco; Ignasi Navarro-Soria; Carlos Rizo-Maestre. 2021. "Movement Patterns in Students Diagnosed with ADHD, Objective Measurement in a Natural Learning Environment." International Journal of Environmental Research and Public Health 18, no. 8: 3870.
The outbreak and the quick expansion of SARS-CoV-2, from December 2019 to today, has forced countries around the world to resolve virus containment measures in order to slow down the contagion curve. Between these measures, the situation of lockdown, and the isolation or limitation of social contact between the citizens, there has been an unknown psychological impact. Certain groups (the elderly, children and teenagers, and the clinical population, for instance) arouse serious fears among professionals due to their greater vulnerability and ignorance regarding the short- and long-term consequences. The main purposes of this work are first of all to evaluate the consequences of the lockdown in children and teenagers diagnosed with attention deficit hyperactivity disorder (ADHD), sleep-related problems, and problems with executive functions. Secondly, we aim to compare the effects produced with respect to the previously mentioned variables with normotypic subjects; that is to say, between a group that was subject to lockdown and another group that was not confined. The findings show that the clinic confined group had high levels of state anxiety and problems with sleep and executive functions; differences could also be seen between the two groups, with the confined ADHD group being more negatively affected in all measured variables.
Ignasi Navarro-Soria; Marta Real-Fernández; Rocío Juárez-Ruiz de Mier; Borja Costa-López; Marta Sánchez; Rocío Lavigne. Consequences of Confinement Due to COVID-19 in Spain on Anxiety, Sleep and Executive Functioning of Children and Adolescents with ADHD. Sustainability 2021, 13, 2487 .
AMA StyleIgnasi Navarro-Soria, Marta Real-Fernández, Rocío Juárez-Ruiz de Mier, Borja Costa-López, Marta Sánchez, Rocío Lavigne. Consequences of Confinement Due to COVID-19 in Spain on Anxiety, Sleep and Executive Functioning of Children and Adolescents with ADHD. Sustainability. 2021; 13 (5):2487.
Chicago/Turabian StyleIgnasi Navarro-Soria; Marta Real-Fernández; Rocío Juárez-Ruiz de Mier; Borja Costa-López; Marta Sánchez; Rocío Lavigne. 2021. "Consequences of Confinement Due to COVID-19 in Spain on Anxiety, Sleep and Executive Functioning of Children and Adolescents with ADHD." Sustainability 13, no. 5: 2487.
Children and adolescents are not indifferent to the dramatic impact of the COVID-19 pandemic, and the need to be forced to live in confinement. The change in life to which they have been abruptly subjected forces us to understand the state of their mental health in order to adequately address both their present and future needs. The present study was carried out with the intention of studying the consequences of confinement on anxiety, sleep routines and executive functioning of 1,028 children and adolescents, aged from 6 to 18 years, residing in Spain to; assess if there are differences regarding these consequences in terms of sex and age; how anxiety affects executive functioning in males and females; and to examine the possible correlations between the measured variables. For this purpose, an online questionnaire containing five sections was designed: the first section gathers information on sociodemographic and health data, while the following sections gather information from different standardized scales which measure anxiety, sleep and executive functions, whose items were adapted in order to be completed by parents, and/or legal guardians. The statistical analyzes carried out highlights significant differences in executive functioning between males and females. In turn, in regards to age, greater difficulties were detected in anxiety in the 9 to 12 age group and greater sleep disturbances between 13 and 18 year olds. On the other hand, significant differences were found in intra-sexual executive functioning depending on whether they presented greater or lesser anxiety, with executive functioning being more tendentiously maladjusted in males than in females, revealing a significantly relevant effect size (p = 0.001; ω2 = 0.27 BRIEF-2; ω2 = 0.19 BDEFS-CA; 95%). Positive correlations are obtained between state anxiety and sleep and executive functioning alterations. Finally, through Path Analysis, it is verified that state anxiety is the variable with the greatest weight within the model that would explain the alteration in the executive functioning of the present sample.
Rocío Lavigne-Cerván; Borja Costa-López; Rocío Juárez-Ruiz de Mier; Marta Real-Fernández; Marta Sánchez-Muñoz de León; Ignasi Navarro-Soria. Consequences of COVID-19 Confinement on Anxiety, Sleep and Executive Functions of Children and Adolescents in Spain. Frontiers in Psychology 2021, 12, 565516 .
AMA StyleRocío Lavigne-Cerván, Borja Costa-López, Rocío Juárez-Ruiz de Mier, Marta Real-Fernández, Marta Sánchez-Muñoz de León, Ignasi Navarro-Soria. Consequences of COVID-19 Confinement on Anxiety, Sleep and Executive Functions of Children and Adolescents in Spain. Frontiers in Psychology. 2021; 12 ():565516.
Chicago/Turabian StyleRocío Lavigne-Cerván; Borja Costa-López; Rocío Juárez-Ruiz de Mier; Marta Real-Fernández; Marta Sánchez-Muñoz de León; Ignasi Navarro-Soria. 2021. "Consequences of COVID-19 Confinement on Anxiety, Sleep and Executive Functions of Children and Adolescents in Spain." Frontiers in Psychology 12, no. : 565516.
En la alta competición, es de vital importancia el análisis de los factores que puede afectar al rendimiento. En el deporte de remo, el remo indoor es un aparato utilizado para valorar el nivel de rendimiento deportivo de los remeros. Las pruebas de valoración del remoergómetro, suponen situaciones estresantes para los deportistas, produciendo reacciones negativas que impiden que el remero/a refleje completamente todo su potencial físico. Por ello, esta investigación tiene como objetivo analizar las barreras/resistencias que influyen en el rendimiento del remero/a y la percepción de utilidad de la prueba de valoración para los deportistas, así como el grado de efectividad de un programa de intervención psicológica sobre la ansiedad estado, como estrategia principal para mejorar el rendimiento deportivo. Cuatro equipos de remo fueron escogidos para la investigación, un total de 27 participantes de la categoría juvenil y absoluta, 19 mujeres y 8 hombres de entre 16-44 años. Se realizaron dos evaluaciones (pre-intervención y post-intervención), suministrándole a los deportistas unos cuestionarios antes de la prueba de valoración en el remoergómetro: el CPRD, el STAI y el SDQ-II. Durante la intervención psicológica se aplicó la técnica de relajación muscular progresiva de Jacobson y el fomento de las autoinstrucciones. Los resultados obtenidos mostraron la efectividad de las estrategias de afrontamiento aplicadas durante un periodo de dos meses, alcanzando unos resultados satisfactorios en la prueba de valoración en el remoergómetro, con unos niveles de ansiedad estado inferiores y un aumento en los niveles de activación, apariencia física, importancia en la prueba y rendimiento. Se concluye que la ansiedad estado es una variable influyente en el rendimiento deportivo y que, mediante el entrenamiento psicológico, se puede reducir, mejora del rendimiento deportivo y otras variables relacionadas.
Ignasi Navarro Soria; Ana Sempere Sempere; Borja Costa López. Barreras psicológicas en el rendimiento del remoergómetro. Revista de Psicología Aplicada al Deporte y el Ejercicio Físico 2020, 5, 1 .
AMA StyleIgnasi Navarro Soria, Ana Sempere Sempere, Borja Costa López. Barreras psicológicas en el rendimiento del remoergómetro. Revista de Psicología Aplicada al Deporte y el Ejercicio Físico. 2020; 5 (1):1.
Chicago/Turabian StyleIgnasi Navarro Soria; Ana Sempere Sempere; Borja Costa López. 2020. "Barreras psicológicas en el rendimiento del remoergómetro." Revista de Psicología Aplicada al Deporte y el Ejercicio Físico 5, no. 1: 1.
The aim of the present study was to assess the predictive capacity of several of the most relevant cognitive skills in the academic field that were evaluated using Differential and General Skills Battery(BADyG-E2r). Particular attention was focused on the variables that need to be overcome regarding the curricular objectives related to pass/fail grading as evaluated by the teachers in the instrumental disciplines of Mathematics and Language. The psychometric battery was applied to the 3rd year students in primary education (a total of 512 students) at 4 public schools that were randomly selected in the province of Alicante (Spain). A follow-up of their academic evolution was under taken until the end of primary education. The obtained results show that high scores in Verbal Reasoning, Numerical Reasoning, and Verbal Syllogisms positively and significantly predict academic success at the end of primary education in the subjects of Language and Mathematics.
Ignasi Navarro Soria; José Manuel García Fernández; Cándido J. Inglés Saura; Marta Real Fernández. Early detection of learning difficulties using the BADyG-E2r Battery during primary education. Psicologia: Reflexão e Crítica 2020, 33, 4 -11.
AMA StyleIgnasi Navarro Soria, José Manuel García Fernández, Cándido J. Inglés Saura, Marta Real Fernández. Early detection of learning difficulties using the BADyG-E2r Battery during primary education. Psicologia: Reflexão e Crítica. 2020; 33 (1):4-11.
Chicago/Turabian StyleIgnasi Navarro Soria; José Manuel García Fernández; Cándido J. Inglés Saura; Marta Real Fernández. 2020. "Early detection of learning difficulties using the BADyG-E2r Battery during primary education." Psicologia: Reflexão e Crítica 33, no. 1: 4-11.
Ignasi Navarro Soria; Marta Real Fernández; Rocío Lavigne Cerván; José Manuel García Fernández; José A. Piqueras. Predictive capacity of the Spanish Neuropsychological Assessment of Executive Functions battery when diagnosing child ADHD. Revista Latinoamericana de Psicología 2019, 51, 1 .
AMA StyleIgnasi Navarro Soria, Marta Real Fernández, Rocío Lavigne Cerván, José Manuel García Fernández, José A. Piqueras. Predictive capacity of the Spanish Neuropsychological Assessment of Executive Functions battery when diagnosing child ADHD. Revista Latinoamericana de Psicología. 2019; 51 (3):1.
Chicago/Turabian StyleIgnasi Navarro Soria; Marta Real Fernández; Rocío Lavigne Cerván; José Manuel García Fernández; José A. Piqueras. 2019. "Predictive capacity of the Spanish Neuropsychological Assessment of Executive Functions battery when diagnosing child ADHD." Revista Latinoamericana de Psicología 51, no. 3: 1.
Objective The objective was to determine if Spanish foster care children and Spanish non-foster children differ on sluggish cognitive tempo (SCT), ADHD-inattention (IN), ADHD-hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), limited prosocial emotions (LPE), anxiety, depression, social and academic impairment measures and if the duration of foster care predicts a reduction in symptom and impairment differences between foster and non-foster care children. Method Foster care parents of 49 children (8 to 13 years, 57% girls) and non-foster care mothers and fathers of 1776 children (8 to 13 years, 49% girls) completed the Child and Adolescent Behavior Inventory (CABI). Results Foster care children had significantly higher scores on all symptom and impairment measures than non-foster care mother and father groups (d values from 0.37 to 1.53). A longer duration in foster care (range 8 to 86 months) was also associated with significant lower scores on SCT, ADHD-IN, anxiety, depression, and academic impairment. In addition, while foster care children with a shorter duration in foster care (less than medium months) had significantly higher scores than the non-foster care groups on all measures (d values from 0.66 to 2.25), children with a longer duration in foster care did not differ from the non-foster care groups on anxiety, depression, ADHD-IN, ADHD-HI, LPE, social and academic impairment. Conclusions Although foster care children had elevated psychopathology and impairment scores relative to non-foster care children, a longer stay in foster care was associated with the elimination of the difference on most symptom and impairment measures.
Ignasi Navarro-Soria; Mateu Servera; G. Leonard Burns. Association of Foster Care and its Duration with Clinical Symptoms and Impairment: Foster Care versus Non-Foster Care Comparisons with Spanish Children. Journal of Child and Family Studies 2019, 29, 526 -533.
AMA StyleIgnasi Navarro-Soria, Mateu Servera, G. Leonard Burns. Association of Foster Care and its Duration with Clinical Symptoms and Impairment: Foster Care versus Non-Foster Care Comparisons with Spanish Children. Journal of Child and Family Studies. 2019; 29 (2):526-533.
Chicago/Turabian StyleIgnasi Navarro-Soria; Mateu Servera; G. Leonard Burns. 2019. "Association of Foster Care and its Duration with Clinical Symptoms and Impairment: Foster Care versus Non-Foster Care Comparisons with Spanish Children." Journal of Child and Family Studies 29, no. 2: 526-533.
El presente estudio trata, mediante una serie de innovaciones en la práctica docente, el cómo mejorar la calidad del aprendizaje del alumnado del grado de magisterio, al tiempo que se trabajan habilidades necesarias para facilitar su crecimiento personal de cara al mundo laboral. La investigación radica en aplicar en tres grupos/aula, diferentes estrategias pedagógicas. Finalizado el periodo de docencia, los tres grupos se exponen a una misma prueba de evaluación de conocimiento, lo que permite comparar los resultados entre grupos, según el método empleado. De los resultados obtenidos, se puede afirmar que el trabajo cooperativo guiado puede conseguir un adecuado rendimiento a nivel de adquisición de conocimientos teóricos en comparación con la clase magistral y el estudio memorístico. Al mismo tiempo, la evaluación formativa logra que los alumnos se impliquen mucho más en relación con sus responsabilidades personales, con una mejora en los procesos y resultados de aprendizaje. Por último, la percepción subjetiva del alumnado hacia estas estrategias pedagógicas es que son más positivas para su aprendizaje que las tradicionales. Incluso, llegan a considerar que los aprendizajes adquiridos presentan unas raíces más profundas, cuando los interiorizan mediante tareas que exigen trabajo cooperativo y evaluación formativa.
Ignasi Navarro Soria; Carlota González Gómez; Begoña López Monsalve; Aurora Contreras Fontanillo. Aprendizaje cooperativo basado en proyectos y entornos virtuales para la formación de futuros maestros. Educar 2019, 55, 519 -541.
AMA StyleIgnasi Navarro Soria, Carlota González Gómez, Begoña López Monsalve, Aurora Contreras Fontanillo. Aprendizaje cooperativo basado en proyectos y entornos virtuales para la formación de futuros maestros. Educar. 2019; 55 (2):519-541.
Chicago/Turabian StyleIgnasi Navarro Soria; Carlota González Gómez; Begoña López Monsalve; Aurora Contreras Fontanillo. 2019. "Aprendizaje cooperativo basado en proyectos y entornos virtuales para la formación de futuros maestros." Educar 55, no. 2: 519-541.
Objective: The current study explores whether WISC-IV cognitive profiles could allow to differentiate between presentations of ADHD. Method: A clinical sample of 216 subjects aged between 6 and 16 years and distributed into 2 subgroups (ADHD inattentive type group aged M = 8.5, SD = 2.4; and ADHD combined group M = 10.1, SD = 2.6) was recruited for the study. Results: Processing Speed Index mean score was significantly higher (F (1,214) = 14.7, p< .001, d = 0.52) in ADHD-Inattentive group (M = 90.7; SD = 12.1) than ADHD-Combined group (M = 97.7; SD = 14.7). Furthermore, PSI was negatively associated with
Ignasi Navarro Soria; Javier Fenollar Cortés; Rocío Lavigne Cerván; Rocio Juarez Ruiz De Mier. Detecting Differences between Clinical Presentations in ADHD through the Cognitive Profile Obtained from WISC-IV. Universal Journal of Psychology 2017, 5, 179 -186.
AMA StyleIgnasi Navarro Soria, Javier Fenollar Cortés, Rocío Lavigne Cerván, Rocio Juarez Ruiz De Mier. Detecting Differences between Clinical Presentations in ADHD through the Cognitive Profile Obtained from WISC-IV. Universal Journal of Psychology. 2017; 5 (4):179-186.
Chicago/Turabian StyleIgnasi Navarro Soria; Javier Fenollar Cortés; Rocío Lavigne Cerván; Rocio Juarez Ruiz De Mier. 2017. "Detecting Differences between Clinical Presentations in ADHD through the Cognitive Profile Obtained from WISC-IV." Universal Journal of Psychology 5, no. 4: 179-186.
Resumen DETECTING LEARNING DIFFICULTIES AND INVOLVEMENT OF FAMILIES IN THE INTERVENTIONThe academic difficulties do not appear suddenly but they are developed throughout all the process of education-learning. From the first passages of a child, differences in the level of progress of their different capacities begin to occur and although in the majority of the cases the individuals compensate these aptitudinales deficits during their development, is observed a large number of cases in which these difficulties prevent them from acquiring, in a time considered like reasonable, certain fundamental initial learning’s in the construction of the rest of knowledge. We consider that a preventive action serious would be one that detects the problem before it appears like so, and facilitates to apply preventive measures that correct possible difficulties. These measures, in most cases do not reach their highest level of effectiveness if it does not work in all of the student system. Therefore, at this point, should be initiated cooperative work between teachers and families, which will enhance the joint efforts for the benefit of the intervention with students. To do this, from the schools promote the continuing education of mothers and fathers from the beginning of schooling of their children, thus obtaining a higher level involvement of families in the educational community to which they belong and involving them in what it is a common training task.Keywords: learning difficulties, deficits aptitude, strategies for prevention, integrate training.Resumen.Partimos de la certeza de que las dificultades académicas no aparecen de repente, sino que se van gestando a lo largo de todo el proceso de enseñanza-aprendizaje. Desde los primeros pasos de un niño, empiezan a darse diferencias en el nivel de progreso de sus distintas capacidades y aunque en la mayoría de los casos los individuos compensan estos déficits aptitudinales durante su desarrollo, se observa un número elevado de casos en los que estas dificultades les impide adquirir, en un tiempo estimado como razonable, ciertos aprendizajes iniciales, fundamentales en la construcción del resto de conocimientos. Asumimos que una acción preventiva sería aquella que detecte el problema antes de que se presente como tal, y facilite la aplicación de medidas que subsanen posibles dificultades. Estas medidas, en la mayoría de los casos, no alcanzan su mayor nivel de efectividad si no se trabajan en la totalidad del sistema del alumno. Por tanto, en este punto, debe iniciarse un trabajo cooperativo entre docentes y familias, que potenciará el aunar esfuerzos en beneficio de la intervención con el alumnado. Para ello, desde los centros educativos promovemos la formación continua de madres y padres desde el inicio de la escolarización de sus hijos, obteniendo así un nivel más elevado de implicación de las familias en la comunidad educativa a la que pertenecen y haciéndoles partícipes de lo que es una tarea formativa común.Palabras clave: dificultades de aprendizaje, déficits aptitudinales, estrategias de prevención, formación integral.
Ignasi Navarro Soria; Carla González Gómez; José Daniel Álvarez Teruel; Francisco Fernández Carrasco; Jorge Heliz Llopis. DETECCIÓN DE DIFICULTADES DE APRENDIZAJE E IMPLICACIÓN DE LAS FAMILIAS EN LA INTERVENCIÓN. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 2017, 7, 73 .
AMA StyleIgnasi Navarro Soria, Carla González Gómez, José Daniel Álvarez Teruel, Francisco Fernández Carrasco, Jorge Heliz Llopis. DETECCIÓN DE DIFICULTADES DE APRENDIZAJE E IMPLICACIÓN DE LAS FAMILIAS EN LA INTERVENCIÓN. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology.. 2017; 7 (1):73.
Chicago/Turabian StyleIgnasi Navarro Soria; Carla González Gómez; José Daniel Álvarez Teruel; Francisco Fernández Carrasco; Jorge Heliz Llopis. 2017. "DETECCIÓN DE DIFICULTADES DE APRENDIZAJE E IMPLICACIÓN DE LAS FAMILIAS EN LA INTERVENCIÓN." Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 7, no. 1: 73.
Nuestro principal objetivo ha sido averiguar si métodos docentes alternativos a los tradicionales favorecen en el alumnado un adecuado aprendizaje de los contenidos propios de una disciplina. En un mundo cada vez más interdependiente, cobran especial importancia aquellas competencias relacionadas con el trabajo en equipo que permitan trabajar cooperativamente con profesionales procedentes de distintas disciplinas. Esto supone un reto diario para el docente, ya que se enfrenta a la incertidumbre y a la falta de control propio de la clase magistral. Sin embargo, los resultados de nuestra experiencia parecen avalar los beneficios de este tipo de metodologías emergentes. Así pues, los alumnos que han desarrollado los contenidos mediante un trabajo que les implica en procesos de documentación, investigación y reflexión sobre los contenidos, además de preparar exposiciones y explicar a sus compañeros de equipo multidisciplinar las líneas a seguir, se han comprometido mucho más en el aprendizaje y han demostrado una mayor interiorización del mismo.
Ignasi Navarro Soria; Carlota Gonzáez Gómez; Begoña López Monsalve; Paula Botella Pérez. Aprendizaje de contenidos académicos y desarrollo de competencias profesionales a través de prácticas pedagógicas multidisciplinares y trabajo cooperativo. Revista de Investigación Educativa 2015, 33, 99 -117.
AMA StyleIgnasi Navarro Soria, Carlota Gonzáez Gómez, Begoña López Monsalve, Paula Botella Pérez. Aprendizaje de contenidos académicos y desarrollo de competencias profesionales a través de prácticas pedagógicas multidisciplinares y trabajo cooperativo. Revista de Investigación Educativa. 2015; 33 (1):99-117.
Chicago/Turabian StyleIgnasi Navarro Soria; Carlota Gonzáez Gómez; Begoña López Monsalve; Paula Botella Pérez. 2015. "Aprendizaje de contenidos académicos y desarrollo de competencias profesionales a través de prácticas pedagógicas multidisciplinares y trabajo cooperativo." Revista de Investigación Educativa 33, no. 1: 99-117.
Javier Fenollar-Cortés; Ignasi Navarro-Soria; Carla González-Gómez; Julia García-Sevilla. Cognitive Profile for Children with ADHD by Using WISC-IV: Subtype Differences? // Detección de perfiles cognitivos mediante WISC-IV en niños diagnosticados de TDAH: ¿Existen diferencias entre subtipos? Revista de Psicodidáctica 2014, 20, 157 -176.
AMA StyleJavier Fenollar-Cortés, Ignasi Navarro-Soria, Carla González-Gómez, Julia García-Sevilla. Cognitive Profile for Children with ADHD by Using WISC-IV: Subtype Differences? // Detección de perfiles cognitivos mediante WISC-IV en niños diagnosticados de TDAH: ¿Existen diferencias entre subtipos? Revista de Psicodidáctica. 2014; 20 (1):157-176.
Chicago/Turabian StyleJavier Fenollar-Cortés; Ignasi Navarro-Soria; Carla González-Gómez; Julia García-Sevilla. 2014. "Cognitive Profile for Children with ADHD by Using WISC-IV: Subtype Differences? // Detección de perfiles cognitivos mediante WISC-IV en niños diagnosticados de TDAH: ¿Existen diferencias entre subtipos?" Revista de Psicodidáctica 20, no. 1: 157-176.
El panorama educativo actual se presenta inmerso en un contexto en cambio, donde los estudios superiores están viviendo probablemente la renovación estructural más importante de las últimas décadas. Estos cambios exigen a los docentes universitarios la incorporación de nuevos métodos de evaluación, que permitan valorar la adquisición por parte del alumnado de las competencias establecidas en su Grado. Con este fin la evaluación tiene que ganar en contenido, ya que debe convertirse en una herramienta de enseñanza que sirva tanto al docente como al discente, desarrollando funciones básicamente formativas. Las estrategias de evaluación que se apliquen para conseguir los objetivos de trabajo planteados en los nuevos planes de estudio, han de desarrollarse con un marcado carácter pedagógico, que ofrezca la respuesta adecuada a una educación centrada en la adquisición de competencias profesionales. El enfoque metodológico a potenciar debe fomentar la adquisición de habilidades para el aprendizaje autónomo y permanente, a partir de un trabajo colaborativo, al mismo tiempo que facilitar que el estudiante se convierta en el protagonista del proceso de enseñanza y aprendizaje. Bajo estos principios pretendemos desarrollar y aplicar unas estrategias de evaluación, que entendemos responden mejor a las necesidades encontradas durante este proceso de renovación de nuestra práctica docente, que metodologías tradicionales de uso más ampliamente extendido.
Ignacio Javier Navarro Soria; Carlota González Gómez. La autoevaluación y la evaluación entre iguales como estrategia para el desarrollo de competencias profesionales. Una experiencia docente en el grado de maestro. REDU. Revista de Docencia Universitaria 2011, 8, 187 .
AMA StyleIgnacio Javier Navarro Soria, Carlota González Gómez. La autoevaluación y la evaluación entre iguales como estrategia para el desarrollo de competencias profesionales. Una experiencia docente en el grado de maestro. REDU. Revista de Docencia Universitaria. 2011; 8 (1):187.
Chicago/Turabian StyleIgnacio Javier Navarro Soria; Carlota González Gómez. 2011. "La autoevaluación y la evaluación entre iguales como estrategia para el desarrollo de competencias profesionales. Una experiencia docente en el grado de maestro." REDU. Revista de Docencia Universitaria 8, no. 1: 187.