Intervención educativa y psicopedagógica en un caso de una alumna con Síndrome X Frágil

Mª Del Carmen Carbajo Vélez

doi:10.24310/ijne.16.2025.21403

Authors

Mª Del Carmen Carbajo Vélez Docente Junta de Castilla y León Spain

DOI:

https://doi.org/10.24310/ijne.16.2025.21403

Keywords:

Educational needs, School orientation, Intervention, Learning process

Abstract

Today it is common to find students with Fragile X Syndrome in classrooms who have specific needs for educational support and must be attended by teachers within the framework of a flexible curriculum, a school open to diversity, and under the principles of individualization, sectorization, normalization and inclusion. However, not all teachers have training that allows them to know and intervene in the face of this diversity and different situations. In addition, most of the scientific literature is of a health nature, with a lack of studies from an educational point of view.
This article aims to help teachers and show the educational and psychopedagogical intervention carried out in a specific case of a student diagnosed with Fragile X Syndrome who has special educational needs and specific needs for educational support related to her moderate intellectual disability, her autism spectrum traits, attention deficit and behavioral problems. It is also intended to teach that despite the specific particularities of the syndrome and the associated characteristics, a favorable evolution of the student is possible through a multidisciplinary intervention and the collaboration of all the professionals who work with her. The results and conclusions obtained so far are included, being aware that it is necessary to continue with a systematic and structured work to consolidate the advances and achieve new ones. This contribution shows that this type of student can achieve unimaginable achievements through a correct intervention adjusted to their needs.

Downloads

Download data is not yet available.

Publication Facts

This article

Author statements

Data availability

N/A

16%

External funding

N/A

32%

Competing interests

N/A

11%

This journal

Other journals

Articles accepted

87%

33%

Days to publication

294

145

Indexed in

—

Editor & editorial board: profiles
Academic society: N/A
Publisher: Universidad de Málaga

References

Aishworiya, R., Protic, D., & Hagerman, R. (2022). Autism spectrum disorder in the fragile X premutation state: possible mechanisms and implications. Journal of neurology, 269(9), 4676–4683.https://doi.org/10.1007/s00415-022-11209-5

Albizua, I., Charen, K., Shubeck, L., Talboy, A., Berry, E., Kaufmann, W. E., Stallworth, J. L., Drazba, K. T., Erickson, C. A., Sweeney, J. A., Tartaglia, N., Warren, S. F., Hagerman, R., Sherman, S. L., Warren, S. T., Jin, P. & Allen, E. G. (2022). Descriptive analysis of seizures and comorbidities associated with fragile X síndrome. Molecular Genetics & Genomic Medicine, 10. https://doi.org/10.1002/mgg3.2001

Álvarez, L., & Martínez, R. (2016). Cooperación entre las familias y los centros escolares como medida preventiva del fracaso y del riesgo de abandono escolar en adolescentes. Revista latinoamericana de educación inclusiva, 10 (1), 175-192. https://scielo.conicyt.cl/scielo.php?pid=S071873782016000100009&script=sci_arttext&tlng=en

American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders. DSM V. (5th Edition). Washington, D.C.: American Psychiatric Association.

Amutio, A., López, L., Oriol, X. & Pérez, N. (2020). Predicción del rendimiento académico a través de la práctica de relajación-meditación-mindfulness y el desarrollo de competencias emocionales. Universitas Psychologica, 19. https://revistas.javeriana.edu.co/filesarticulos/UPSY/19%20(2020)/64762919019/index.html

Artigas, J. & Brun, C. (2001). Tratamiento médico del síndrome X frágil. Revista Neurología, 33 (S1), 41-50. https://doi.org/10.33588/rn.33S1.2001348

Balaguer, P. & Tárraga, R. (2014). Revisión de los síndromes que comportan dificultades de aprendizaje en matemáticas: orientaciones para la intervención educativa. Revista electrónica de Investigación Docencia Creativa: Reidocrea, 3, 323-333. (Dificultades matemáticas http://hdl.handle.net/10481/33790

Brown, W,T., Jenkins, E.C., Cohen, I.L., Fisch, G.S., Wolf-Schein, E.G., Gross, A., Fein, D., Mason-Brothers, A., Rivo, E. et al. (1986). Fragile X and autism: a multicenter survey. American Journal of Medical Genetics, 23, 341-352. https://onlinelibrary.wiley.com/doi/epdf/10.1002/ajmg.1320230126

Brown, L., Sherbenou, R. J. & Johnsen, S. K. (2000). TONI-2: Test de inteligencia no verbal. Apreciación de la habilidad cognitiva sin influencia del lenguaje (2a ed.). Madrid: TEA.

Brun, C. & Artigas, J. (2001). Aspectos psicolingüísticos en el síndrome del cromosoma X frágil. Revista de Neurología, 33 (1), 29-32. http://www.euskalnet.net/axfrav/archivos/cbrun.pdf

Calvo, M. I., Verdugo, M. A., & Amor, A. M. (2016). Family Participation is an Essential Requirement for an Inclusive School. Revista latinoamericana de educación inclusiva, 10 (1), 99-113. https://dx.doi.org/10.4067/S0718-73782016000100006

Campos, M., Marín, D. & Fernández, M. I. (2019). Trastornos del habla en el síndrome X frágil. Una revisión bibliográfica. Revista electrónica de investigación y docencia creativa, 8 (1), 43-54. https://digibug.ugr.es/handle/10481/54639

Cascio, C. J. (2010). Somatosensory processing in neurodevelopmental disorders. Journal of Neurodevelopmental Disorders, 2, 62–69. https://doi.org/10.1007/s11689-010-9046-3

Coffee, B., Keith, K., Albizua, I., Malone, T., Mowrey, J., Sherman, S.L. & Warren, S.T. (2009). Incidence of Fragile X Syndrome by newborn screening for methylated FMR1 DNA. The American Journal of Human Genetics, 85 (4), 503-514. https://www.sciencedirect.com/science/article/pii/S0002929709004030

Cornish, K., Munir, F., & Wilding, J. (2001). Perfil neuropsicológico y conductual de los déficit de atención en el síndrome X frágil. Revista Neurología, 33 (1), 24-29.

Cregenzán, O., Brun, C., & Fornieles, A. (2022). Behavior Problems and Social Competence in Fragile X Syndrome: A Systematic Review. Genes, 13 (2), 280. https://doi.org/10.3390/genes13020280

Diéguez, C., Martínez, M. E. & Raposo, M. (2012). La utilización del software In-Tic en la atención de alumnado con síndrome X frágil. En D. Cobos, A. Jaén, E. López, A. Hilario & L. Molina (Eds.), I Congreso Virtual Internacional sobre Innovación Pedagógica y Práxis Educativa: INNOVAGOGÍA 2012. Sevilla: Asociación para la Formación, el Ocio y el Empleo (AFOE).

Díez, E., López, M.A., Martínez, V., Miranda, M. & Huelmo, J. (2014). Lenguaje y comunicación en el síndrome X frágil. En Medina, B., García, M. I. & De Diego, Y. (Coords.), Síndrome X frágil. Manual para familias y profesionales (pp. 121-136). Tarragona: Altaria.

Dunn, L. M., Dunn, L. M. & Arribas, D. (2010). PPVT-III peabody: Test de vocabulario en imágenes (2a ed.). Madrid: TEA.

Farzin, F., Scaggs, F., Hervey, C., Berry, E. & Hessl, D. (2011). Reliability of eye tracking and pupillometry measures in individuals with fragile X syndrome. Journal of Autism and Developmental Disorders, 41, 1515-1522. https://doi.org/10.1007/s10803-011-1176-2

Fernández, M. P., Puente, A., & Ferrando, M. T. (2011). Lectura y escritura en niños con síndrome x frágil: estrategias de intervención. Anales de Psicología / Annals of Psychology, 27 (3), 808–815. https://revistas.um.es/analesps/article/view/135541

Flavell, J., Franklin, C., & Nestor, P. J. (2022). A Systematic Review of Fragile X-Associated Neuropsychiatric Disorders. The Journal of neuropsychiatry and clinical neurosciences, appineuropsych21110282. Advance online publication.

Franco, C., Amutio, A., López, L., Oriol, X. & Martínez, C. (2016). Effect of a Mindfulness Training Program on the Impulsivity and Aggression Levels of Adolescents with Behavioral Problems in the Classroom. Frontiers in Psychology, 7, 1385. https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01385/full

García, J., Demarzo, M., y Modrego, M. (2017). Bienestar emocional y midfulness en la educación. Madrid: Alianza editorial.

García, J. y Demarzo, M. (2018). ¿Qué sabemos del mindfulness? Kairós: Barcelona.

Hagerman, R. J. &. Hagerman, P. J. (Eds) (2002). Fragile X Syndrome: Diagnosis, Treatment, and Research. 3rd ed. Baltimore, MD: Johns Hopkins University Press.

Harrison, P. L. & Oakland, T. (2013). ABAS II. Sistema de evaluación de la conducta adaptativa. Madrid: TEA.

Hoffmann, A., Wang, A., Berger, N., Cordeiro, L., Shaffer, R., Tartaglia, N., Craig, E., & Berry-Kravis, E. (2020). Language across the Lifespan in Fragile X Syndrome: Characteristics and Considerations for Assessment. Brain sciences, 10 (4), 212. https://www.mdpi.com/2076-3425/10/4/212

Huguet, A. & Alda, J. (2019). Mindfulness for Health. Programa de mindfulness para niños con TDAH. Barcelona: Hospital Sant Joan de Déu. https://faros.hsjdbcn.org/es/cuaderno-faro/mindfulness-health-m4h-programa-mindfulness-ninos-tdah

Kaufmann,W.E., Cortell, R., Kau, A.S.M., Bukelis, I. , Tierney, E., Gray, R. M., Cox, C., Capone, G. T. & Stanard, P. (2004). Autism spectrum disorder in fragile X syndrome: communication, social interaction, and specific behaviors. American Journal of Medical Genetics, 129A, 225-234. https://www.academia.edu/36533680/Autism_spectrum_disorder_in_fragile_X_syndrome_Communication_social_interaction_and_specific_behaviors

Klusek, J., O'Connor, S. L., Hickey, A., Hills, K. J., Abbeduto, L. & Roberts, J. E. (2022). Attention/Deficit Hyperactivity Disorder in Adolescent and Young Adult Males With Fragile X Syndrome. American Journal on Intellectual and Developmental Disabilities, 127 (3), 213-230. https://doi.org/10.1352/1944-7558-127.3.213

Lightbody, A. A., Bartholomay, K. L., Jordan, T. L., Lee, C. H., Miller, J. G., & Reiss, A. L. (2022). Anxiety, Depression, and Social Skills in Girls with Fragile X Syndrome: Understanding the Cycle to Improve Outcomes. Journal of developmental and behavioral pediatrics: JDBP, 43(9), e565–e572. https://doi.org/10.1097/DBP.0000000000001128

Lo, H., Wong, S., Wong, J., Wong, S., y Yeung, J. (2016). The effect of a family-based mindfulness intervention on children with attention deficit and hyperactivity symptoms and their parents: Design and rationale for a randomized, controlled cliniccal trial (study control). BMC Psychiatry, 16, 65. https://goo.gl/DkfVVf

López, M. A. (2017). Intervención logopédica en el síndrome de X Frágil. Guía práctica para logopedas, educadores y padres. Editorial EOS: Madrid.

López, I. & Pastor, S. (2019). Mindfulness y el Abordaje del TDAH en el Contexto Educativo. Revista Brasileira de Educação Especial, 25, 175-188. https://www.scielo.br/scielo.php?pid=S1413-65382019000100175&script=sci_arttext

McCarthy, D. (2006). MSCA: Escalas McCARTHY de aptitudes y psicomotricidad para niños. Madrid: TEA.

Medina, B. (2014): El síndrome X frágil: identificación del fenotipo y propuestas educativas. Revista Española de Discapacidad, 2 (2): 45-62. http://dx.doi.org/10.5569/2340-5104.02.02.03

Moraleda, E., Pulido, N., Cañas, S., Santos, N., & Pérez, C. (2021). Características del lenguaje oral y escrito en el Síndrome X Frágil. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology, 1 (1), 273-280. https://doi.org/10.17060/ijodaep.2021.n1.v1.2063

Peñalver, D. M. & García, F. A. (2020). Conocimientos sobre Síndrome de X Frágil de los maestros de audición y lenguaje y los logopedas de la Región de Murcia. Revista de Investigación en Logopedia, 11 (2), e68768. https://doi.org/10.5209/rlog.68768

Rais, M., Binder, D.K., Razak, K.A. & Ethell, I. M. (2018). Sensory Processing Phenotypes in Fragile X Syndrome. ASN Neuro, 10. http://dx.doi.org/10.1177/1759091418801092

Raven, J. C., Court, J. H. & Raven, J. (1996). Test de Matrices Progresivas (2a ed.). Madrid: TEA.

Reiss, A. L. & Dant, C. C. (2003). The behavioral neurogenetics of fragile X syndrome: analyzing gene-brain-behavior relationships in child developmental psychopathologies. Development & Psychopathology, 15 (4), 927–968.

Robles, M. A., Sánchez, D. & Valencia, N. (2013). Utilidad de la logopedia en la mejora del lenguaje en el tratamiento del Síndrome del cromosoma X frágil en niños preescolares. Revista de Logopedia, Foniatría y Audiología, 33, 146-154.

Rogers S.J., Wehner E.A., Hagerman, R.J. & Randi, M.D. (2001). The behavioural phenotype in fragile X: symptoms of autism in very young children with fragile X syndrome, idiopathic autism, and other developmental disorders. Journal of Developmental & Behavioral Pediatrics, 22, 409-417. https://journals.lww.com/jrnldbp/Abstract/2001/12000/The_Behavioral_Phenotype_in_Fragile_X__Symptoms_of.8.aspx

Rotschafer S. E. & Razak K. A. (2014). Auditory processing in fragile x syndrome. Frontiers in Cellular Neuroscience, 8, 19. https://doi.org/10.3389/fncel.2014.00019

Salcedo, M. J., Hagerman, R. J. & Martínez, V. (2020). Síndrome X frágil: presentación clínica, patología y tratamiento. Gaceta médica de México, 156 (1), 60-66. https://doi.org/10.24875/gmm.19005275

Sullivan, K., Hatton, D., Hammer, J., Sideris, J., Hooper, S., Ornstein, P & Bailey, D. (2006). ADHD symptoms in children with FXS. American Journal of Medical Genetics, 140 (21), 2275–2288. https://onlinelibrary.wiley.com/doi/pdf/10.1002/ajmg.a.31388

Torío, S. (2004). Escuela, familia y sociedad. Revista Aula Abierta, 83, 33-52. https://redined.educacion.gob.es/xmlui/handle/11162/4392

Vaca, M., Fuente, S y Santamaría, N. (2013). Cuñas motrices en la escuela infantil y primaria. Logroño: Gráficas Quintana.

Van de Weijer, E., Formsma, A. R., De Bruin, E. I., y Bogels, S. M. (2012). The effectiveness of mindfulness training on behavioral problems and attentional functioning in adolescents with ADHD. Journal of Child and Family Studies, 21 (5), 775-787.

Wiig, E. H., Semel, E. & Secord, W. A. (2018). CELF5: Evaluación Clínica de los Fundamentos del Lenguaje-5. Madrid: Pearson Clinical & Talent Assessment.

Wilbarger, J. L. & Wilbarger, P.L. (2002). Wilbarger approach to treating sensory defensiveness and Clinical Application of the Sensory Diet. Sections in Alternative and Complementary Programs for Intervention. En A.C. Bundy, E.A. Murray & S. Lane (Eds.), Sensory Integration: Theory and Practice. Philadelphia: Davis.