{"id":1602,"date":"2024-01-19T07:08:50","date_gmt":"2024-01-19T07:08:50","guid":{"rendered":"https:\/\/appliedabcstg.wpenginepowered.com\/?p=1602"},"modified":"2025-06-23T11:20:54","modified_gmt":"2025-06-23T15:20:54","slug":"why-learning-attending-skills-is-important-for-children-with-autism","status":"publish","type":"post","link":"https:\/\/appliedabc.com\/es\/why-learning-attending-skills-is-important-for-children-with-autism\/","title":{"rendered":"Por qu\u00e9 es importante aprender habilidades de atenci\u00f3n para los ni\u00f1os con autismo"},"content":{"rendered":"
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Ense\u00f1ar conductas de atenci\u00f3n a ni\u00f1os con autismo puede ayudar a mejorar las habilidades de socializaci\u00f3n y la retenci\u00f3n de informaci\u00f3n. Las habilidades de atenci\u00f3n tambi\u00e9n pueden resultar \u00fatiles para personas sin un diagn\u00f3stico del espectro autista. Muchos consejeros y terapeutas adoptan conductas de atenci\u00f3n para la comodidad de sus clientes y para que se sientan escuchados mediante la demostraci\u00f3n de escucha activa. Incluso Forbes ha publicado un art\u00edculo sobre La utilidad de implementar comportamientos de atenci\u00f3n.<\/a>.<\/p>\n

\u00bfQu\u00e9 son las habilidades de atenci\u00f3n?<\/h2>\n

Allen Ivey<\/a> introdujo el concepto de asistencia en 1968 como la \u201chabilidad b\u00e1sica de consejer\u00eda\u201d. Mientras exploraban las caracter\u00edsticas compartidas de concejales experimentados en sesiones grabadas en v\u00eddeo, Ivey y sus colegas descubrieron el empleo de las habilidades de atenci\u00f3n: indicaciones para un orador de que una persona los est\u00e1 escuchando activamente en lugar de solo escucharlos. Aunque escuchar y o\u00edr pueden parecer intercambiables, existe una diferencia crucial: escuchar puede ocurrir sin escuchar, pero escuchar no puede ocurrir sin o\u00edr. Para escuchar verdaderamente, una persona debe comprender lo que dice el hablante de tal manera que pueda reaccionar adecuadamente.<\/p>\n

Escuchar activamente a un orador mejora la comunicaci\u00f3n y puede fortalecer las relaciones a trav\u00e9s de una conversaci\u00f3n sencilla pero participativa. Cuando un orador siente que su audiencia est\u00e1 escuchando, tambi\u00e9n puede generar confianza entre las partes.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Ense\u00f1ar conductas de atenci\u00f3n<\/h2>\n

Los comportamientos de atenci\u00f3n pueden ser tanto visuales como auditivos, y si bien algunas personas desarrollan estas habilidades de forma natural, los ni\u00f1os diagnosticados con autismo pueden tener m\u00e1s dificultades para mostrarlas. Sin embargo, Ivey y sus colegas sugieren que se pueden ense\u00f1ar conductas de atenci\u00f3n.<\/p>\n

Ivey escribe que su equipo invit\u00f3 a su secretaria, Mary, a entrevistar a un estudiante voluntario en una sesi\u00f3n grabada en v\u00eddeo. Despu\u00e9s de su entrevista, Ivey le dio a Mary instrucciones b\u00e1sicas para asistir y revisaron el video de su primera sesi\u00f3n. Luego, Mary habl\u00f3 con el estudiante voluntario por segunda vez. Ivey describe la diferencia en el comportamiento de Mary entre las dos sesiones como \u201cdram\u00e1tica\u201d y nota el entusiasmo de Mary la semana siguiente.<\/p>\n

\u00a0aplic\u00f3 conductas de atenci\u00f3n en su vida diaria.<\/p>\n

Atenci\u00f3n verbal<\/h3>\n

Las indicaciones verbales son una de las principales formas de prestar atenci\u00f3n al hablante y hacerle saber que est\u00e1 concentrado. Para dar una se\u00f1al verbal a un hablante, un oyente puede hacer una pregunta para aclarar o parafrasear la informaci\u00f3n para confirmar su comprensi\u00f3n. Estas se\u00f1ales verbales le permiten al hablante saber que est\u00e1 hablando con un oyente atento sin mucha interrupci\u00f3n en el flujo de la conversaci\u00f3n. Las se\u00f1ales verbales tambi\u00e9n pueden convertirse en diferentes temas o abrir la conversaci\u00f3n a un significado m\u00e1s profundo.<\/p>\n

Signos paraling\u00fc\u00edsticos y lenguaje corporal<\/h3>\n

Las se\u00f1ales paraling\u00fc\u00edsticas son aquellas que son auditivas pero no verbales. Al escuchar hablar a alguien, indicar atenci\u00f3n mediante se\u00f1ales no verbales puede incluir expresiones como \"aj\u00e1\", \"hmm\" u otras se\u00f1ales audibles como suspiros, jadeos o gemidos.<\/p>\n

Los oyentes tambi\u00e9n pueden mostrar atenci\u00f3n con su lenguaje corporal. Los oyentes activos pueden adoptar una postura hacia el hablante y tambi\u00e9n pueden establecer contacto visual durante la conversaci\u00f3n. Participar en una conversaci\u00f3n tambi\u00e9n puede requerir que el oyente se encuentre a cierta distancia del hablante.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Atendiendo a ni\u00f1os con autismo<\/h2>\n

Si bien asistir puede ser \u00fatil en muchas circunstancias diferentes, puede parecer un poco diferente para los ni\u00f1os con autismo. Aunque algunos hablantes pueden llegar a esperar un grado particular de atenci\u00f3n durante las interacciones sociales, hay conductas de atenci\u00f3n que algunas personas con trastorno del espectro autista pueden encontrar dif\u00edciles.<\/p>\n

Por ejemplo, el contacto visual es una lucha com\u00fan para las personas con autismo. Adem\u00e1s, permanecer quieto y atento exteriormente puede<\/p>\n

\u00a0tambi\u00e9n viene como un desaf\u00edo. En lugar de mostrar un lenguaje corporal atento, es posible que prefieran estar en movimiento, inquietos o estimulados de alguna otra forma mientras escuchan. Estas acciones pueden ayudar a las personas con autismo a escuchar activamente y deben fomentarse junto con otras conductas de atenci\u00f3n con las que el ni\u00f1o se sienta c\u00f3modo.<\/p>\n

Asistir a grupos mixtos de estudiantes neurodivergentes y neurot\u00edpicos<\/h3>\n

Para los educadores que ense\u00f1an a grupos mixtos de ni\u00f1os neurodivergentes y neurot\u00edpicos, es importante explicar que algunos estudiantes aprenden de diferentes maneras y pueden necesitar flexibilidad en el aula. Tambi\u00e9n es fundamental monitorear la atenci\u00f3n de ambos grupos de estudiantes para garantizar que la flexibilidad brindada a los estudiantes neurodivergentes no distraiga ni disuada de la experiencia de aprendizaje de otros en el aula.<\/p>\n

Los educadores tambi\u00e9n pueden intentar sentar a los estudiantes neurodivergentes que tienen dificultades de atenci\u00f3n cerca de otros estudiantes que puedan actuar como modelos positivos. Alternativamente, estos estudiantes pueden sobresalir cuando se sientan cerca del maestro y lejos de posibles distracciones. Los comportamientos de atenci\u00f3n no son universales, pero ense\u00f1ar habilidades de atenci\u00f3n puede enriquecer las habilidades de aprendizaje de los estudiantes y profundizar su comprensi\u00f3n en la conversaci\u00f3n.<\/p>\n

Fuentes citadas:<\/p>\n

Centro de Concientizaci\u00f3n sobre el Autismo. Consejos para ense\u00f1ar a escuchar con todo el cuerpo: es una herramienta, no una regla.<\/a><\/p>\n

Ivey, Allen E. Comportamiento de atenci\u00f3n: la base del asesoramiento.<\/a><\/p>\n

Ivey, Allen E. Microconsejer\u00eda y comportamiento de asistencia: un enfoque para la formaci\u00f3n previa a la pr\u00e1ctica de consejeros.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

Teaching attending behaviors to children with autism can help improve socialization skills and retention of information. Attending skills may also prove useful for individuals without an autism spectrum diagnosis. Many counselors and therapists adopt attending behaviors for the comfort of their clientele and to make them feel heard through the demonstration of active listening. 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