Person: García Villamisar, Domingo Antonio
Loading...
First Name
Domingo Antonio
Last Name
García Villamisar
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Educación-Centro Formación Profesor
Department
Personalidad, Evaluación y Psicología Clínica
Area
Personalidad, Evaluación y Tratamiento Psicológico
Identifiers
5 results
Search Results
Now showing 1 - 5 of 5
Item Executive functions and emotion regulation as predictors of internalising symptoms among adults with Down syndrome: a transdiagnostic perspective(Journal of Intellectual & Developmental Disability, 2020) García Villamisar, Domingo Antonio; Álvarez Couto, María; Pozo Armentia, Araceli DelThere is evidence of high rates of psychopathological disorders such as anxiety or depression in adults with Down syndrome. Additionally, difficulties in executive functions and emotion regulation play an essential role in adaptive functioning of people with Down syndrome. Method: We used different questionnaires with a sample of 42 adults with Down syndrome (aged 18–40 years) to determine if difficulties in executive functions and emotion regulation are related to and can predict internalising symptoms. Results: Positive and significant correlations were found between dysexecutive functioning and emotion dysregulation and internalising symptoms. Multiple linear regression analyses indicated that dysexecutive functioning and emotion dysregulation are both predictors of the existence of internalising symptoms. Conclusions: These findings suggest that intervention in emotion regulation and executive functions must be taken into account in order to positively influence the presence of internalising symptoms. Further research is needed to attend to both capacities comprehensively, especially concerning emotion regulation.Item Callous unemotional traits mediate the presence of challenging behaviors in adults with autism spectrum disorder and intellectual disability(International Journal of Developmental Disabilities, 2023) Álvarez Couto, María; García Villamisar, Domingo Antonio; Pozo Armentia, Araceli DelBackground: Callous-unemotional traits (CUT) are an antisocial personality trait, which can be present in people with autism spectrum disorder (ASD), especially in relation to difficulties in empathy. These traits are related to challenging behaviors, such as aggressive behavior, which may occur in people with ASD. Method: This study aimed to expand the understanding of the role of CUT in adults with ASD and intellectual disability (ID). Eighty-three adults with a diagnosis of ASD and ID participated in the study. Results: Mediation analyses found that CUT indirectly mediated the relationship between ASD symptomatology and the frequency of self-injuries and stereotypies, but not aggression. Conclusions: It is considered that CUT may have a protective effect on the presence of individual challenging behaviors in adults with ASD and ID. The apparent relationship between CUT and executive functioning was discussed. CUT traits may be considered as a variable to contemplate in relation to interventions in challenging behaviors in the ASD population, especially in those individuals who show aggression-related behaviors and who have a higher executive level.Item Variables related to the presence of challenging behaviors in adults with intellectual disability with and without autism spectrum disorder: a comparative, predictive and transdiagnostic study(Journal of mental health research in intellectual disabilities, 2024) Álvarez Couto, María; García Villamisar, Domingo Antonio; Pozo Armentia, Araceli DelBackground: Adults with intellectual disability (ID) are at high risk of exhibiting challenging behaviors, especially those with autism spectrum disorder (ASD). There are clinical and transdiagnostic variables that are largely related to the existence of these behaviors, and it is necessary to know the particularities of their role in people with ASD and ID relative to those without ASD. Method: Eighty adults with ID and 83 with an additional ASD diagnosis participated in the study. We analyzed answers provided by their therapists to different measures of challenging behavior. Results: For the ASD population, emotional reactivity stood out as a predictor of self-injury, aggression and stereotypy. In the non-ASD group, the role of executive functioning and working memory were significant predictors of aggression and stereotypy was significant. Conclusions: Interventions aimed at the reduction of challenging behaviors in adults with ID should consider these variables to adjust to the needs of these individuals, mainly from a preventive perspective.Item Challenging behaviors in adults with autism spectrum disorder and intellectual disability: a differential analysis from a transdiagnostic approach(Journal of Intellectual Disabilities, 2023) Álvarez Couto, María; García Villamisar, Domingo Antonio; Pozo Armentia, Araceli DelThis study aimed at analyzing the differences in challenging behaviors between adults with intellectual disability and ASD and those who only had intellectual disability, as well as to explore associations between transdiagnostic and clinical variables to these differences. Therapists and educators of 163 adults with intellectual disability (83 with additional ASD diagnosis) completed the test battery. Mean difference analysis and univariate analyses of covariance were performed to determine the impact of clinical variables and transdiagnostic variables on the frequency and severity of challenging behaviors. Results showed that adults with ASD and intellectual disability presented higher frequency and severity of these behaviors. A significant effect of the diagnosis of ASD on the frequency and severity of self-injuries and stereotypies was found. Also, some transdiagnostic variables influencing the presence of these behaviors were highlighted. These factors should be considered when planning and designing interventions for behavioral problems in this population- Project number: 205
Item ChatGPTeaching: usos éticos y pedagógicos de la IA en la docencia universitaria(2024) Alonso Sainz, Tania; Ayose Cancela Val, David; Barrio Maestre, José María; Casas Bañares, María; Esteban Bara, Francisco; García Villamisar, Domingo Antonio; García Gutiérrez, Juan; Gil Cantero, Fernando; Ibáñez Ayuso, María José; Jodra Chuan, Marina; Larrañaga Altuna, Sofía; Muñoz Arranz, Milagros María; Nicolás López, Rocío; Perales Nieto, Álvaro; Pozo Armentia, Araceli Del; Reyero García, David; Sánchez Rojo, Alberto; Sánchez Tortosa, José; Thoilliez Ruano, Bianca; Rappoport Redondo, Soledad; Alonso Sainz, TaniaEste proyecto explora los usos éticos y pedagógicos de la inteligencia artificial (en concreto, de ChatGPT) en la docencia universitaria, proponiendo debates y actividades, y elaborando materiales, informes y guías para la comunidad universitaria. Sus objetivos son: [O1] Explorar las posibilidades didácticas y éticas de la herramienta ChatGPT en la docencia universitaria, [O2] Proponer actividades significativamente pedagógicas con el uso de ChatGPT en la docencia universitaria; y [O3] Elaborar instrumentos de evaluación para medir el uso ético y didáctico de la herramienta ChatGPT en la docencia universitaria.