DPEE - Artículos

Associations Between Coping Strategies and Gambling Disorders in University Students: An Exploratory Neural Network Study

Associations Between Coping Strategies and Gambling Disorders in University Students: An Exploratory Neural Network Study Giménez Lozano, José Miguel; Morales Rodríguez, Francisco Manuel; Martínez Ramón, Juan Pedro Background: Gambling disorders are an escalating public health issue, with notable increases across age groups, particularly among adolescents and young adults. This study examines the role of coping strategies in gambling behaviors among university students aged 17–48 years and explores the prediction potential of artificial neural networks. Methods: The sample included 218 participants (M = 21.89, SD = 5.57). Results: A multilayer perceptron neural network was implemented to classify gambling risk based on coping strategies. Significant correlations between specific coping strategies and higher levels of gambling disorders were revealed. The neural network model demonstrated an 85% accuracy in predicting gambling risk, with the most influential factors identified as autonomy, negative urgency, gender, denial, and lack of perseverance. Conclusions: These findings highlight the effectiveness of neural networks in identifying individuals most at risk for GDs.

Writing intervention: A comprehensive program for primary school children

Writing intervention: A comprehensive program for primary school children Martínez Iniesta, Antonio José; Serrano Chica, Francisca This article describes an intervention program to improve writing skills, intended to be a useful tool for everyday remedial work in primary school. The design was based on an initial review of the approaches most often used for writing intervention and identification of the main concerns for such intervention; namely, the use of direct and explicit instructions, the importance of feedback, recommended levels of intervention, the main content to consider, and use of motivating activities to get the student engaged or even to enjoy the intervention. All these considerations guided decision making about the appropriate features that would ensure an effective intervention in children with general and specific writing difficulties. The intervention program follows evidence-based practice strategies and may be useful for educational professionals in primary school, acknowledging that the program needs to be experimentally evaluated.

Responsibility attribution about mechanical devices by children and adults

Responsibility attribution about mechanical devices by children and adults Gordo Gordo, Cristina; Gómez Sánchez, Jesica; Moreno Ríos, Sergio We investigated the causal responsibility attributions of adults and children to mechanical devices in the framework of the criticality-pivotality model. It establishes that, to assign responsibility, people consider how important a target is to reaching a positive outcome (criticality) and how much the target contributed to the actual outcome (pivotality). We also tested theoretical predictions about relations between the development of counterfactual thinking and assessments of pivotality. In Experiment 1, we replicated previous findings in adults using our task. In Experiment 2, we administered this task and a brief counterfactual reasoning questionnaire to children aged between 8 and 13 years. Results showed that children also considered both criticality and pivotality when they attributed responsibility. However, older children were more sensitive than younger ones to pivotality. Also, we found a positive correlation between children’s pivotality judgements and a measure of counterfactual thinking. Results are discussed regarding the model’s relation to counterfactual thinking. This research was funded by the Spanish Government, Ministry of Economy and Competitiveness (PGC2018-095868-B-I00) and by the Junta de Andalucía -Conserjería de Universidad, Investigación e Innovación - Project (P21_00073).

Health-related behaviors and family quality of life in autism spectrum disorders: A systematic review and meta-analysis

Health-related behaviors and family quality of life in autism spectrum disorders: A systematic review and meta-analysis Garrido del Águila, Dunia; Pérez Gómez, María Del Mar; Petrova, Dafina; Catena Martínez, Andrés; García Retamero Imedio, María Del Rocío Health-related behaviors —including sleep quality, physical-activity level, screen time, and mealtime behavior —, are often disrupted in children with Autism Spectrum Disorder (ASD), and may be associated with a lower family quality of life (FQoL). This systematic review and meta- analysis evaluated these associations, recognizing the central role that daily health habits may play in shaping FQoL. A registered protocol in PROSPERO (CRD42023408500) guided a comprehensive search across seven electronic databases and grey literature sources, yielding 12 eligible studies that included 6373 families of children with ASD who were evaluated on health- related behaviors and FQoL. Publication bias was assessed. Moderate correlations were found between FQoL and sleep problems (k = 6,r = .36, p < .001), and moderate positive correla tions with screen-time (k = 3, r = .34, p < .05). Physical activity showed no significant pooled association with FQoL (k = 4,r = .14,p = .49) despite substantial heterogeneity. Mealtime behavior showed a negative association in a single study (k = 1, r = 0.25). Future research should clarify the directionality of these associations and examine how multiple health-related behaviors may interact to influence FQoL. Targeted interventions addressing specific health- related behaviors could enhance existing approaches for improving FQoL in families of chil dren with ASD.

Desarrollando los procesos inclusivos en respuesta a las necesidades socio- educativas del alumnado con Enfermedades Raras

Desarrollando los procesos inclusivos en respuesta a las necesidades socio- educativas del alumnado con Enfermedades Raras Berasategui Sancho, Naiara; Castilla Mesa, María Teresa; Fernández Raena, María Mercedes; Cortés-Ramos, Antonio En este artículo se presentan los resultados relativos a los procesos educativos que favorecen la inclusión del alumnado con Enfermedades Raras. Para ello se analiza la planificación de la enseñanza, la variedad metodológica, el tipo de agrupamiento, la organización de espacios y tiempos, los apoyos, la evaluación, los tránsitos escolares y la coordinación. La metodología llevada a cabo ha sido cualitativa a través de entrevistas a familias, profesionales educativos y el propio alumnado con Enfermedades Raras. Los resultados visibilizan la necesidad de incorporar prácticas y procesos inclusivos donde se promueva la presencia, la participación y el logro de todo estudiante sin exclusiones. En las buenas prácticas inclusivas analizadas, se apuesta por la inclusión del alumnado en el aula ordinaria que exige también una reestructuración global de la escuela para responder desde la unidad (en conjunto) a la diversidad de necesidades. En general, se emplean y combinan metodologías participativas, activas y flexibles, grupos heterogéneos y agrupaciones cooperativas tanto a nivel curricular como organizativo. La organización de espacios y tiempos resulta fundamental, intentando adecuarlos para poder cumplir los derechos para que éstos sean accesibles para todo el alumnado física y socialmente. Asimismo, se planifican los tránsitos escolares para poder cuidar y garantizar que los nuevos cambios no supongan barreras y obstáculos añadidos para el alumnado con EERR. En definitiva, resulta imprescindible planificar y diseñar procesos que garanticen la inclusión de todo el alumnado y den respuesta a las diferentes necesidades.