Given the characteristics of people with Autism Spectrum Disorder, it is evident the difficulties they show in the development of social skills. The scarce participation of people with Autism Spectrum Disorder in group sports can be taken as a reference. The aim of this study was to analyse the impact of football on the development of social skills in children with Autism Spectrum Disorder. In order to measure the sporting impact, it was necessary to implement a football training programme with the intention of evaluating different social skills. Thirteen children participated in the programme, all of them with a diagnosis of Autism Spectrum Disorder and with a severity level of 1. The study was based on a pre-experimental, pre-test/post-test design. Non-parametric tests were used for the statistical analysis, applying the Wilcoxon test. Two specific tools on social skills were used for data collection. The results showed a generalised improvement in the dimensions linked to the social skills assessed. This highlights the possibility of considering group sport as an alternative to be taken into account to work on and enhance social skills in children with Autism Spectrum Disorder.

Associations and families demand the need to raise awareness of the implications in the cognitive and behavioral development of children with Fetal Alcohol Spectrum Disorder (FASD) that affect their learning and school participation. This study aims to generate a profile of executive and behavioral functioning in children and adolescents diagnosed with FASD. A probabilistic sampling by clusters (associations for individuals with FASD) is applied. The sample is composed of 66 families from three associations. The BRIEF-2 and SENA tests were administered to assess executive and behavioral functioning domains. Data analysis found that the executive and behavioral functioning profile of individuals with FASD varies with age, with greater impairment in middle and late adolescence. Likewise, the domain of executive functioning most affected in any of the developmental stages is working memory. Finally, cognitive impairment in the executive functioning domains has a direct impact on the social and adaptive functioning of people with FASD.

Objective. The objective of this study was to identify if there are improvements in social interaction in young people with intellectual disabilities, using a methodology based on role playing. Method. A mixed design study based on a brief intervention program of eight sessions, with a total of seven participants, was used. Qualitative and quantitative techniques were used for data collection: systematic observation, non-systematized direct observation and the Social Skills Self-Assessment Scale. Results. The intervention yielded modest results. The Wilcoxon W test shows significant differences at the general level. Observations show changes in participants’ behaviors, especially in terms of alternative responses to aggression, which were quickly replaced by peaceful strategies and dialogic attitudes.

The Spanish educational system is characterized by an increased emphasis placed on language teaching, apart from the majority language and other co-official languages. Furthermore, the educational reality is distinguished by the existing diversity within the classroom, increasing the complexity of learning a second language. This study analyses the opinions, beliefs and attitudes of deaf and hard-of-hearing students at university regarding their teaching-learning process of the English language during compulsory education. The data were collected through in-depth interviews, having as main topics the importance of learning the English language, as well as the experiences reported about didactic aspects in which they were involved. The results highlighted the basic conditions that must be met when deaf and hard-of-hearing students are learning a foreign language, in order to guarantee quality education promoting academic success.