Sintomatología internalizada en adultos con Trastorno del Espectro Autista: un enfoque transdiagnóstico

Los síntomas de psicopatologías internalizadas, tales como la ansiedad, la depresión y las obsesiones, son comunes en las personas con Trastorno del Espectro Autista (TEA) (Fletcher-Watson & Happé, 2019; Lugo-Marín et al., 2019). Su presencia supone un obstáculo para su inclusión y su calidad de vida (South et al.,2017; van Steensel & Heeman, 2017) y, sin embargo, su investigación es aún emergente. Su estudio es necesario para impulsar la prevención, el diagnóstico y la mejor comprensión de este grupo de sintomatologías en la población con autismo, no obstante, encierra cierta complejidad como consecuencia de las características del TEA, la discapacidad intelectual asociada o el solape fenotípico entre algunas psicopatologías comórbidas y el autismo (Rosen et al., 2018)..

PhDay Educación 2019. V Jornadas de Investigación. Libro de Actas

Todas las contribuciones presentadas en este Libro de Actas forman parte de la evaluación de seguimiento de los doctorandos de segundo año a tiempo completo y tercer año a tiempo parcial del Programa de Doctorado en Educación de la Universidad Complutense de Madrid. Cada trabajo ha sido revisado formalmente por el comité organizador y valorado por los directores y tutores de tesis. Asimismo, cada doctorando ha recibido mejoras por otros estudiantes del programa que han podido incluir antes de la finalización del presente documento

Influence of executive functioning and emotional regulation on effective career choice

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The Spanish University in figures 2017–2018 (Spanish). CRUE Universidades Españolas; 2020. • Kober H, Bolling D. Emotion regulation in substance use disorders. In: Gross J (editor). Handbook of Emotion Regulation. The Guilford Press; 2014. pp. 393–412. • Theodoraki TE, McGeown SP, Rhodes SM, MacPherson SE. Developmental changes in executive functions during adolescence: A study of inhibition, shifting, and working memory. British Journal of Developmental Psychology 2020; 38(1): 74–89. doi: 10.1111/bjdp.12307 • Diamond A. Executive functions. Annual Review of Psychology 2013; 64: 135–168. doi: 10.1146/annurev-psych-113011-143750 • Crone EA, Dahl RE. Understanding adolescence as a period of social—Affective engagement and goal flexibility. Nature Reviews Neuroscience 2012; 13: 636–650. doi: 10.1038/nrn3313 • Laureys F, De Waelle S, Barendse MT, et al. The factor structure of executive function in childhood and adolescence. 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Deviant peer behavior and adolescent delinquency: Protective effects of inhibitory control, planning, or decision making? Journal of Research on Adolescence 2018; 29(3): 682–695. doi: 10.1111/jora.12405 • Leshem R, Glicksohn J. A critical look at the relationship between impulsivity and decision-making in adolescents: Are they related or separate factors? Developmental Neuropsychology 2012; 37(8): 712–731. doi: 10.1080/87565641.2012.718815 • Reynolds BW, Basso MR, Miller AK, et al. Executive function, impulsivity, and risky behaviors in young adults. Neuropsychology 2019; 33(2): 212–221. doi: 10.1037/neu0000510 • Gati I, Asher I. The PIC model for career decision making: Prescreening, in-depth exploration, and choice. In: Leong F, Barak A (editors). Contemporary Models in Vocational Psychology: A Volume in Honor of Samuel H. Osipow. Lawrence Erlbaum Associates Publishers; 2001. pp. 7–54. • Burić I, Sorić I, Penezić Z. 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Adult executive functioning inventory (ADEXI): Validity, reliability, and relations to ADHD. International Journal of Methods in Psychiatric Research 2016; 27(1): e1567. doi: 10.1002/mpr.1567 • Aldao A, Nolen-Hoeksema S. The influence of context on the implementation of adaptive emotion regulation strategies. Behaviour Research and Therapy 2012; 50(7–8): 493–501. doi: 10.1016/j.brat.2012.04.004 • Hayes AF. Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, 3rd ed. New York: Guilford Publications; 2018. • Marshall S. Predicting college students’ positive psychology associated traits with executive functioning dimensions. College Student Journal 2016; 50(2): 179–190. • Gati I, Tal S. Decision-making models and career guidance. In: Athanasou JA, Van Esbroeck R (editors). International Handbook of Career Guidance. Dordrecht: Springer; 2008. pp.157–185. • Xin L, Tang F, Li M, Zhou W. From school to work: Improving graduates’ career decision-making self-efficacy. Sustainability 2020; 12(3): 804. doi: 10.3390/su12030804 • Campbell-Sills L, Ellard K, Barlow D. Emotion regulation in anxiety disorders. In: Gross J (editor). Handbook of Emotion Regulation. New York: The Guilford Press; 2014. pp. 393–412 • Yoon S, Rottenberg J. Why do people with depression use faulty emotion regulation strategies? Emotion Review 2019; 12(2). doi: 10.1177/1754073919890670 • Gambetti E, Giusberti F. Anger and everyday risk-taking decisions in children and adolescents. Personality and Individual Differences 2016; 90: 342–346. doi: 10.1016/j.paid.2015.11.049 • Germeijs V, Verschueren K. Adolescents’ career decision‐making process: Related to quality of attachment to parents? Journal of Research on Adolescence 2009; 19(3): 459–483. doi: 10.1111/j.1532-7795.2009.00603.x • Lantrip C, Isquith PK, Koven NS, et al. Executive function and emotion regulation strategy use in adolescents. 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Emotional competencies as drivers of management students’ academic performance: The moderating effects of cooperative learning. The International Journal of Management Education 2022; 20(1): 100600. doi: 10.1016/j.ijme.2022.100600 • Nyroos M, Wiklund-Hörnqvist C, Löfgren K. Executive function skills and their importance in education: Swedish student teachers’ perceptions. Thinking Skills and Creativity 2018; 27: 1–12. doi: 10.1016/j.tsc.2017.11.007 • Sidek MS, Bakar AYA. Emotional intelligence and self-efficacy career decision making among high school students. Educational and Social Science Review 2020; 1(1): 17. doi: 10.2921/07essr47600Although emotional management and executive functioning have been widely associated with effective decision making, not much attention has been paid to their role in vocational decision making. This study analyzed the relationship between insecurity in career choice, executive functioning, and emotion regulation in university students. Results show how executive dysfunction significantly predicted insecurity in vocational choice. Its mediating role between emotional management and the academic-vocational decision-making process was also confirmed. Our findings contribute to the understanding of vocational choice in youth and suggest the need to consider both variables in guidance programs, to prevent subsequent dissatisfaction with the vocational decision.Depto. de Personalidad, Evaluación y Psicología ClínicaFac. de EducaciónTRUEpu

Quality of life in adults with autism spectrum disorder and intellectual disabilities

Referencias bibliográficas: • Ayres, M., Parr, J. R., Rodgers, J., Mason, D., Avery, L., & Flynn, D. (2017). A systematic review of quality of life of adults on the autism spectrum. Autism, 22(7), 774–783. https://doi.org/10.1177/1362361317714988 • Bishop-Fitzpatrick, L., DaWalt, L. S., Greenberg, J. S., & Mailick, M. R. (2017a). Participation in recreational activities buffers the impact of perceived stress on quality of life in adults with autism spectrum disorder. Autism Research: Official Journal of the International Society for Autism Research, 10(5). https://doi.org/10. 1002/aur.1753 • Bishop-Fitzpatrick, L., Mazefsky, C. A., & Eack, S. M. (2017b). The combined impact of social support and perceived stress on quality of life in adults with autism spectrum disorder and without intellectual disability. Autism, 22(6), 703–711. https://doi.org/10.1177/ 1362361317703090 • CERMI. (2018). Ocio y tiempo libre de las personas con discapacidad y sus familias en la ciudad de Madrid. CERMI Comunidad de Madrid. • Dijkhuis, R. R., Ziermans, T. B., Van Rijn, S., Staal, W. G., & Swaab, H. (2016). Self-regulation and quality of life in high-functioning young adults with autism. Autism, 27(1), 896–906. https://doi.org/10.1177/1362361316655525 • Friedman, C. (2019). Quality-of-life outcomes of older adults with severe disabilities. Research and Practice for Persons with Severe Disabilities, 44(4), 237–250. https://doi.org/10.1177/1540796919879227 • Gómez, L. E., Alcedo, M. A., Verdugo, M. A., Arias, B., Fontanil, Y., Arias, V. B., & Morán, L. (2016). Escala KidsLife: evaluación de la calidad de vida de niños y adolescentes con discapacidad intelectual (Colecciones Herramientas 10). Universidad de Salamanca, Instituto Universitario de Integración en la Comunidad. • Gómez, L. E., Morán, M. L., Alcedo, M. A., Arias, V. B., & Verdugo, M. A. (2020). Addressing quality of life of children with autism spectrum disorder and intellectual disability. Intellectual and Developmental Disabilities, 58(5), 393–408. https://doi.org/10.1352/1934-9556- 58.5.393 • Hamm, J., & Yun, J. (2017). Influence of physical activity on the health-related quality of life of young adults with and without autism spectrum disorder. Disability and Rehabilitation, 41(7), 763–769. https://doi.org/10. 1080/09638288.2017.1408708 • Happé, F., & Charlton, R. A. (2012). Aging in autism Spectrum disorders: A mini-review. Gerontology, 58, 70–78. https://doi.org/10.1159/000329720 • Hong, J., Bishop-Fitzpatrick, L., Smith, L. E., Greenberg, J. S., & Mailick, M. R. (2015). Factors associated with subjective quality of life of adults with autism spectrum disorder: Self-report versus maternal reports. Journal of Autism and Developmental Disorders, 46(4), 1368–1378. https://doi.org/10.1007/s10803-015- 2678-0 • Howlin, P., & Magiati, I. (2017). Autism spectrum disorder: Outcomes in adulthood. Current Opinion in Psychiatry, 30(2), 69–76. https://doi.org/10.1097/YCO. 0000000000000308 • Kim, S. Y. (2019). The experiences of adults with autism spectrum disorders: Self-determination and quality of life. Research in Autism Spectrum Disorders, 60, 1–15. https://doi.org/10.1016/j.rasd.2018.12.002 • Lawson, L. P., Richdale, A. L., Haschek, A., Flower, R. L., Vartuli, J., Arnold, S. R. C., & Trollor, J. N. (2020). Cross-sectional and longitudinal predictors of quality of life in autistic individuals from adolescence to adulthood: The role of mental health and sleep quality. Autism, 24(4), 954–967. https://doi.org/10.1177/ 1362361320908107 • Lin, L. Y., & Huang, P. C. (2019). Quality of life and its related factors for adults with autism spectrum disorder. Disability and Rehabilitation, 41(8), 896–903. https:// doi.org/10.1080/09638288.2017.1414887 • Lorenc, T., Rodgers, M., Marshall, D., Melton, H., Rees, R., Wright, K., & Sowden, A. (2017). Support for adults with autism spectrum disorder without intelectual impairment: Systematic review. Autism, 22(6), 654–668. https://doi.org/10.1177/1362361317698939 • Mason, D., Mackintosh, J., McConachie, H., Rodgers, J., Finch, T., & Parr, J. R. (2019). Quality of life for older autistic people: The impact of mental health difficulties. Research in Autism Spectrum Disorders, 63, 13–22. https://doi.org/10.1016/j.rasd.2019.02.007 • Mason, D., McConachie, H., Garland, D., Petrou, A., Rodgers, J., & Parr, J. R. (2018). Predictors of quality of life for autistic adults. Autism Research, 11(8), 1138–1147. https://doi.org/10.1002/aur.1965 • McConachie, H., Mason, D., Parr, J. R., Garland, D., Wilson, C., & Rodgers, J. (2018). Enhancing the validity of a quality of life measure for autistic people. Journal of Autism and Developmental Disorders, 48, 1596–1611. https://doi.org/10.1007/s10803-017-3402-z • Menear, K. S., & Neumeier, W. H. (2015). Promoting physical activity for students with autism Spectrum disorder: Barriers, benefits, and strategies for success. Journal of Physical Education, Recreation & Dance, 86(3). https://doi.org/10.1080/07303084.2014.998395 • Morales, P., Merino, M., Gutiérrez, A., Garrote, L., Amat, C., D’Agostino, C. I., & Pérez, L. (2021). Selfperceived quality of life in Spanish-speaking women with autism Spectrum disorders. Journal of Autism and Developmental Disorders, 52, 5428–5439. https://doi. org/10.1007/s10803-021-05400-2 • Morán, L. M., Gómez, L. E., & Alcedo, M. A. (2019). Inclusión social y autodeterminación: los retos en la calidad de vida de los jóvenes con autismo y discapacidad intelectual. Siglo Cero, 50(3), 29–46. https://doi.org/10.14201/scero20195032946 • Moss, P., Mandy, W., & Howlin, P. (2017). Child and adult factors related to quality of life in adults with autism. Journal of Autism and Developmental Disorders, 47(6), 1830–1837. https://doi.org/10.1007/s10803- 017-3105-5 • Murray, C., Kovshoff, H., Brown, A., Abbott, P., & Hadwin, J. A. (2019). Exploring the anxiety and depression profile in individuals diagnosed with an autism spectrum disorder in adulthood. Research in Autism Spectrum Disorders, 58, 1–8. https://doi.org/ 10.1016/j.rasd.2018.11.002 • Reinders, N. J., Branco, A., Wright, K., Fletcher, P. C., & Bryden, P. J. (2019). Scoping review: Physical activity and social functioning in young people with autism Spectrum disorder. Frontiers in Psychology, 10(120). https://doi.org/10.3389/fpsyg.2019.00120 • Schalock, R. L., & Verdugo, M. A. (2002). The concept of quality of life in human services: A handbook for human service practitioners. American Association on Mental Retardation • Skevington, S. M., Lotfy, M., & O’Connell, K. A. (2004). The World Health Organization’s WHOQOL-BREF quality of life assessment: Psychometric properties and results of the international field trial: A report from the WHOQOL group. Quality of Life Research, 13, 299–310. https://doi.org/10.1023/B:QURE.0000018486.91360.00 • Sowa, M., & Meulenbroek, R. (2012). Effects of physical exercise on autism Spectrum disorders: A meta-analysis. Research in Autism Spectrum Disorders, 6(1), 46–57. https://doi.org/10.1016/j.rasd.2011.09.001 • Totsika, V., Felce, D., Kerr, M., & Hastings, R. P. (2010). Behavior problems, psychiatric symptoms, and quality of life for older adults with intellectual disability with and without autism. Journal of Autism and Developmental Disorders, 40(10), 1171–1178. https://doi.org/ 10.1007/s10803-010-0975-1 • Verdugo, M. A., Gómez, L. E., Arias, B., & Navas, P. (2010). Aplicación del paradigma de calidad de vida: construcción de escalas de evaluación e investigación. En M. A. Verdugo, M. Crespo y T. Nieto (Coords.), Aplicación del paradigma de calidad de vida (pp. 19-38). INICO • Vincent, A., Da Fonseca, D., Baumstarck, K., Charvin, I., Alcaraz-Mor, R., & Lehucher-Michel, M. P. (2019). The quality of life and the future of young adults with Asperger syndrome. Disability and Rehabilitation, 1-8. https://doi.org/10.1080/09638288.2018.1544297 • White, K., Flanagan, T. D., & Nadig, A. (2018). Examining the relationship between self-determination and quality of life in young adults with autism Spectrum disorder. Journal of Developmental and Physical Disabilities, 30(6), 735–754. https://doi.org/10.1007/s10882-018- 9616-y • Wise, E. A., Smith, M. D., & Rabins, P. V. (2017). Aging and autism Spectrum disorder: A naturalistic, longitudinal study of the comorbidities and Behavioral and neuropsychiatric symptoms in adults with ASD. Journal of Autism and Developmental Disorders, 47(6), 1708–1715. https://doi.org/10.1007/s10803-017- 3095-3 • World Health Organization Quality of Life Assessment Group (WHOQOL). (1995). The World Health Organization quality of life assessment (WHOQOL): Position paper from the World Health Organization. Social Science & Medicine, 41(10), 1403–1409. https://doi. org/10.1016/0277-9536(95)00112-KQuality of Life (QoL) refers to the individual’s perception of their position in life, in the context of their culture and in relation to their goals, expectations, norms, and concerns, and is indicative of the well-being of each individual in the different areas of their life. This variable has been the focus of interest of numerous investigations focused on populations with disabilities, even adapting QoL models to specific populations, such as people with intellectual disabilities. In the area of Autism Spectrum Disorder (ASD), this variable has been addressed by different studies, all agreeing that QoL in adults with ASD is lower than that reflected for the general population in the spectrum as a whole, particularly in those who also present intellectual disabilities (ID). However, much of this research uses QoL assessment measures that do not take into account the characteristics of this impairment, in addition to reaching conclusions that generalize to this population and that obviate the particularities that define ASD, for example, in relation to socialization and leisure time. What may be considered indicative of QoL for the neurotypical population is not necessarily so for people with ASD. Throughout this chapter, we reflect on this issue, which leads us to the conclusion that it is necessary to reconceptualize this term when talking about ASD and adapt it to this population and its characteristics.Depto. de Personalidad, Evaluación y Psicología ClínicaFac. de EducaciónTRUEpu