COORDINATOR
More than forty years of dedication to teaching and research allow us to say that we have extensive experience in the area of Developmental Psychology and Education. He created and directed the Access Research Unit from its creation in 1994 until its demise in 2014. Director of the Support Service for Students with Disabilities from its creation until 2008.
Director of the University Center for Early Diagnosis and Care from its creation until 2018. He has received several awards for his career such as: INCIE Award from the Ministry of Education. Raquel Paya Award from the City Council of Valencia. Research Award from the Spanish Federation of Professional Associations of Early Intervention (GAT), Nicolas Seisdedos Award from TEA Hogrefe, among others.
He is the author of numerous books and scientific articles whose review exceeds the purpose of these lines and can be found here. link.
Currently, he is professor emeritus following his research work in the area of neurodevelopmental disorders, particularly in the detection, assessment and intervention in children, adolescents and young adults with autism spectrum disorders. In this area, his latest publications include:
Mata-Iturralde, S., Alonso-Esteban, Y., Alcantud-Marín, F., & Young, R. (2024). Autism detection in early childhood (adec) in a low-income spanish-speaking population in guayaquil (ecuador). Journal of Autism and Developmental Disorders. Advance online publication. link
Bausela-Herreras E, Alonso-Esteban Y, Alcantud-Marín F. (2024) Behavior Rating Inventory of Executive Function in Preschool (BRIEF-P) and Attention-Deficit and Hyperactivity Disorders (ADHD): A Systematic Review and Meta-Analysis of Floor and Ceiling Effects. Children. ; 11(1):58. link
In many neurodevelopmental disorders (Autism Spectrum Disorders, Attention Deficit Hyperactivity Disorder, Intellectual Disability, etc.) deficits in social cognition have been reported in children and adolescents as well as in adults. This symposium presents empirical results and explores the possibility of using early precursors of social-cognitive development as warning signs to initiate early intervention.