Funcionamiento neurocognitivo en niños y niñas con trastorno espectro autista. Una revisión bibliográfica.

Abstract

Introduction: Autism Spectrum Disorder (ASD) is characterized by difficulties in communication, social interactions, and repetitive behavior patterns. It has become crucial to explore how neurocognitive abilities function in these children, as this understanding may have important implications for their diagnosis, intervention, and quality of life. Objective: To analyze neurocognitive functioning in children with Autism Spectrum Disorder. Methodology: A bibliographic review was carried out using a qualitative approach to the information and a descriptive scope. Inclusion criteria were applied to select relevant studies, including original research, systematic reviews, and meta-analyses in English and Spanish. Academic databases and resources such as Web of Science, Taylor & Francis, Scopus, Scielo, and Redalyc were employed to find relevant articles. Results: The scientific literature reviewed highlights the heterogeneity in the neurocognitive functioning of children with ASD. Variability in memory and attention functioning has been identified. Some studies have investigated the efficacy of executive function stimulation programs, finding improvements in executive skills such as planning, inhibition of impulsive responses, and cognitive flexibility. It has been observed that dance practice and play-based interventions can improve empathy, emotional expression, body awareness, and psychological well-being. Conclusion: The findings highlight the heterogeneity in the cognitive abilities of children with ASD. In addition, tailored intervention strategies and specific approaches have been identified that show promise for improving neurocognitive functioning in this population.