Person:
García Villamisar, Domingo Antonio

First Name

Domingo Antonio

Last Name

García Villamisar

URI

https://hdl.handle.net/20.500.14352/77039

Affiliation

Universidad Complutense de Madrid

Faculty / Institute

Educación-Centro Formación Profesor

Department

Personalidad, Evaluación y Psicología Clínica

Area

Personalidad, Evaluación y Tratamiento Psicológico

Identifiers

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Search Results

Now showing 1 - 10 of 12

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 Del
There 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.
Project number: 229
Estrategias para la optimización de encuestas sobre los contenidos de las asignaturas y mejora de la participación de los estudiantes en los procesos de coordinación
(2018) Reyero García, David; Pelaez Paz, Carlos; Gil Cantero, Fernando; Barrio Maestre, José María; Fontana Abad, Mónica; Pozo Armentia, Araceli; García Villamisar, Domingo Antonio; Jodrá Chuan, Marina; Llamo Torres, Ana; Saez Suarez, Gema Pilar; Alonso Sainz, Tania; Thoilliez Ruano, Bianca; Esteban Bara, Francisco; Sánchez Rojo, Alberto; García Gutierrez, Juan
Proyecto dedicado a la elaboración de instrumentos para el análisis de las asignaturas del grado de Educación Social
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 Del
Background: 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.
The impact of the COVID‑19 pandemic quarantine on adults with autism spectrum disorders and intellectual disability: a longitudinal study
(Journal of Autism and Developmental Disorders, 2022) Jodra Chuan, Marina; García Villamisar, Domingo Antonio
The impact of the pandemic is being very significant psychologically, especially for people who were already vulnerable in these aspects, such as adults with Autism Spectrum Disorders (ASD) and Intellectual Disability (ID). A longitudinal analysis of motor aspects such as balance and gait, executive functions in daily life, severity of symptoms characteristic of autism, and degree of subjective well-being was performed in 53 adults with ASD and ID. A repeated measures ANOVA was performed and three measures were taken, the first in December 2019, the second in March 2020, and the last in July 2020. The results demonstrated a significant decrease in balance on the latter measure, along with a deterioration in well-being and ASD symptoms in the period of seclusion and an improvement in executive functions after seclusion.
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 Del
Background: 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.
Project number: 144
El aprendizaje servicio (APS) como metodología de aprendizaje jurídico-pedagógico: la reinserción de presos a través de la justicia restaurativa para estudiantes de derecho y de educación social
(2019) Martínez-Sicluna Sepúlveda, Consuelo; Llano Torres, Ana; Vilches García, Jorge; Pozo Armentia, Araceli del; López de Goicoechea Zabala, Francisco Javier; Múñoz de Baena y Simón, José Luis; Reyero García, David; Thoilliez Ruano, Bianca; García Gutiérrez, Juan; Esteban Bara, Francisco; Alonso Sáinz, Tania; Sánchez Rojo, Alberto; Barrio Maestre, José María; Gil Cantero, Fernando; Sáez Suanes, Gema; Jodra Chuan, Marina; García Villamisar, Domingo Antonio; Pattier Bocos, Daniel; Santos Rodríguez, Patricia
Se trata de un proyecto innova-docencia que a través de la metodogía PIE-APS profundiza en la detección de las carencias y de los problemas reales que plantean la reinserción de presos, los derechos constitucionales afectados por el problema de la reinserción, y las propuestas actuales de justicia restaurativa que colaboran a dicha reinserción de la población penitenciaria.
Project number: 128
Elaboración de encuestas para mejorar la coordinación entre asignaturas en la titulación del Grado de Educación Social
(2017) Pozo Armentia, Araceli; Reyero García, David; Gil Cantero, Fernando; Pelaez Paz, Carlos; García Gutierrez, Juan; García Villamisar, Domingo Antonio; Sánchez Rojo, Alberto; Thoilliez Ruano, Blanca; Barrio, Maestre
El presente proyecto está dedicado a la elaboración de herramientas para la mejora de los procesos de coordinación de asignaturas dentro del Grado de Educación Social. La coordinación entre asignaturas es una parte muy importante en los procedimientos de calidad. Elaborar un mapa preciso de lo que se imparte y su secuencia temporal son datos sin los que es imposible realizar la labor de coordinación docente. Es cierto que disponemos ya de algunos medios para la coordinación como la elaboración pública de las fichas docentes o la figura del coordinador de asignatura, las cuales permiten coordinar a los profesores dentro de una misma asignatura. Sin embargo, creemos que ambas herramientas resultan insuficientes y es necesario que quienes están dentro de la titulación y tienen la experiencia directa con los distintos profesores, los estudiantes, puedan hacernos llegar su valoración sobre lo que está pasando con el contenido de las asignaturas.
Project number: 162
Humanidades Digitales: El cine como recurso generador de conocimiento en un proyecto de aprendizaje servicio interfacultativo
(2022) Jodra Chuan, Marina; Sánchez Rojo, Alberto; Pozo Armentia, Araceli; Thoilliez Ruano, Bianca; Pattier Bocos, Daniel; Reyero García, David; García Villamisar, Domingo Antonio; Gil Cantero, Fernando; García Gutierrez, Juan; Calle Alzate, Laura; Alonso Sainz, Tania; Ayose Cancela, David; Casas Bañares, María; Ibañez Ayuso, Mª José; Nicolás López, Rocío
Proyecto de innovación docente nº 162 de la Universidad Complutense de Madrid
Project number: 131
Humanidades digitales. Creación de recursos on line para la enseñanza de diversas materias de los grados de Pedagogía, Magisterio y Educación Social
(2021) Jodra Chuan, Marina; Gil Cantero, Fernando; Sánchez Rojo, Alberto; Del Pozo Armentia, Araceli; Thoilliez Ruano, Bianca; Pattier Bocos, Daniel; García Villamisar, Domingo Antonio; Alonso Sainz, Tania
A raíz de los retos generados por la pandemia, desde el grupo de investigación GIAFE surge la necesidad de planificar para el curso 2020-21 una comunidad colaborativa de aprendizaje capaz de realizar recursos on line, elaborando una base de datos o banco de “humanidades digitales” desde la metodología del Aprendizaje Servicio.
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 Del
This 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