Resumen El trastorno del espectro autista (TEA) es un trastorno del neurodesarrollo, cuyas dificultades radican en las esferas social y comportamental. Al presente se ha estimado que aproximadamente uno entre 59 niños presentó esta condición, que es más frecuente en hombres. El nivel depende de la severidad de las alteraciones; el nivel 1 corresponde a lo que anteriormente se conocía como síndrome de Asperger. El objetivo de este trabajo es determinar la relación entre cognición social (CS) y el funcionamiento ejecutivo (FE) en una muestra de niños con trastorno del espectro autista nivel 1. Para esto, se desarrolló una metodología observacional, transversal, analítico-correlacional con diseño de dos grupos independientes, TEA (n = 39) y control (n = 39) de entre 8 y 16 años, todos escolarizados. Para la evaluación de las FE se utilizaron los test de clasificación de tarjetas, fluidez verbal y dígitos en regresión de la Evaluación Neuropsicológica Infantil (ENI), y para la evaluación de la CS se usaron el test de falsas creencias de primer y segundo orden, el test de expresiones faciales, las historias extrañas de Happé, el test de metidas de pata (faux pas) y el test de la mirada para niños. Este estudio encontró que los test de CS –las historias extrañas de Happé y el test de las miradas– logran discriminar a ambos grupos y confirman que los sujetos TEA tienen alteración en la teoría de la mente (ToM) emocional y, asimismo, sugiere revisar la evaluación del funcionamiento ejecutivo para delinear mejor la interacción entre FE y CS en el TEA. Para ello, se recomienda ampliar la medición de las FE de dominio más emocional y delinear nuevas estrategias para comprender la interacción entre los dominios cognitivo y social, y avanzar en la intervención neurocognitiva y en el pronóstico en este síndrome.

Abstract Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors. The level varies depending on the impact and persistence of the symptoms in the person’s daily life. Some level 3 cases have a full dependence on their caregivers, while level 1, the other side of the spectrum, includes what used to be known as Asperger’s Syndrome (AS), who usually have a normal IQ and high language skills. The prevalence varies depending on the country and type of methodology for the estimation; at present it has been estimated that approximately 1 in 59 children presented this condition according to the study of the Centers for Disease Control and Prevention (CDC). In Colombia, a high prevalence of the disorder has been found: from 1/87 to 1/91 according to the screening instrument. The objective of this work is to determine the relationship between social cognition (SC), that focuses on how people process, store, and apply information about other people and social situations, and executive functioning (EF), that are skills we use every day to learn, work and manage daily life, in a sample of children with level 1 Autism Spectrum Disorder. An observational, cross-sectional, correlational analytical methodology was designed with two independent groups, ASD (n = 39) and control (n = 39) between 8 and 16 years of age, all of them enrolled in school. Both groups were assessed by neurodevelopmental experts to determine the presence or absence of ASD symptoms. For the components of the EF, the card classification subtests, regression digit span and phonological fluency of the Infant Neuropsychological Assessment (ENI) were used to evaluate the capacity for abstraction, the formation of concepts and the change of cognitive strategies in response to the changes that occur in environmental contingencies, as well as the initiation, efficient organization of verbal recovery, inhibition and self-monitoring. For the SC, the first and second order false beliefs were used to evaluate the ability of subjects to infer that someone has a belief that is different from their own and a third party; the Facial Expressions Test, to assess facial emotional recognition; and advanced tests such as Happé’s Strange Stories, the Faux Pas test and Reading the mind in the eyes test to assess understanding of covert language, detection of lies or deception, and attribution of cognitive emotions through inference from beliefs or intentions of others. This study found that the SC test, Happé’s strange stories and Reading the mind in the eyes test were able to discriminate both groups and confirm that ASD subjects have an alteration in emotional Theory of Mind. Although no differences were found in EF between the two groups, the hypothesis that there are alterations in EF in ASD is not rejected; on the contrary, the importance of carrying out a complete evaluation with sensitive instruments is emphasized, it suggests reviewing the evaluation of executive functioning to better delineate the interaction between EF and SC in ASD, expanding the measurement of EF of more emotional domain including some “hot” EF measures; outlining new strategies to understand the interaction between the cognitive and social domains, advancing neurocognitive intervention and prognosis in this syndrome. In future phases of this line of research, a better choice of instruments should be considered, including the Theory of Mind Inventory-2 (ToMi-2), a questionnaire filled out by caregivers that allows obtaining information on factors and domains evaluated by the applied tests that also has a pragmatic subscale.

Storytelling, in general, is used worldwide as a strategy in informal education. Telling one's personal life story, a subdivision of the encompassing phenomenon, is a valuable educational tool. In this regard storytelling on an individual level possesses important characteristics that can be used to enhance teaching strategies. McAdams (2001:101) found that life stories are especially important in expressing an individual's identity, thereby enabling them to make sense of their experiences. It is therefore very important that learners receive exposure to and training in telling life stories from an early age. This exposure guides learners in gradually becoming familiar with different storytelling activities, thereby enabling them to participate confidently in sharing their life stories upon reaching the age when such activity may be practised successfully. Given the fact that telling life stories is a subdivision of storytelling as a larger global phenomenon, it was important to have a closer look at the functions of storytelling in general. Storytelling as a general educational tool supports the value of learning the art of telling one's life story, especially when considering the influence of storytelling with regard to the neuro-development and associated processes and changes in learners. According to Gazzaniga (2011:75), storytelling reflects a basic ability of the memory to organise, helping a person to present memory thoughts coherently. Particular attention was therefore paid to the Curriculum and Assessment Policy Statement (CAPS) to determine whether the CAPS underlines Gazzaniga's findings on storytelling and memory functions. It is generally accepted that most people learn best by means of their own meaningful experiences that enable them to connect new knowledge to that which they already believe or understand (Killen 2019:3). The guidelines in the CAPS support the notion that storytelling represents the way in which people use spoken language (discourse) and written language (text) in coherent and meaningful ways (Department of Basic Education 2011:14). It is necessary to determine whether enough time has been allocated in the CAPS to expose learners to storytelling from an early age. Since McAdams found that life stories can only be told successfully in early adolescence, it was necessary to determine whether this exposure to and training in storytelling skills accumulate until learners in early adolescence have reached the point where they are able to participate spontaneously and with confidence in telling their life stories. In this study, the CAPS documents were analysed by means of document analysis to see what kind of storytelling is encouraged, how much time is allocated to storytelling from Grade R to Grade 12 and which skills are acquired, according to the CAPS, for learners to be able to successfully participate in personal storytelling (listening and speaking). Findings in this article show that although learners are exposed to storytelling at a young age, the time allocated in the CAPS for storytelling is not enough to establish a storytelling culture. Also, the time spent on storytelling in class decreases as learners grow older, instead of increases, as would be expected. It is recommended that a partnership be established between the school and the community to address this issue. Teachers do not have enough time in the classroom for personal storytelling to take place, and therefore such a partnership will make a positive contribution in this regard. Moreover, the class situation is not always a safe environment in which to engage in personal storytelling - a problem that can, however, also be addressed by means of a partnership. When storytelling is learnt in the community, it should not be a strange concept for the individual when he or she encounters it in class. In this way, storytelling should facilitate the teacher's task in the classroom. It is important that trustworthiness be established in a partnership in order for it to become the medium through which the participants may safely expose their identity, thereby also assisting others in engaging in a similar activity. In this way such a partnership will be mutually beneficial to all the role players.

Storievertelling word wêreldwyd aangewend om individue op 'n informele wyse te onderrig. Persoonlike vertellings of lewensverhale is 'n onderafdeling van storievertelling as groter fenomeen en hierdie persoonlike lewensverhale kan suksesvol as onderrigstrategie ingespan word. In hierdie verband het McAdams (2001:101) bevind dat lewensverhale veral belangrik is as uitdrukking van die individu se identiteit en hom of haar sodoende help om sin te maak van persoonlike ervarings. Storievertelling is dus 'n uitdrukking van identiteit, want om die storie van 'n mens se lewe te vertel, help jou om sin te maak van jou ervarings en kweek 'n gevoel van self, oftewel "wie ek is". Dit is gevolglik baie belangrik dat leerders van 'n vroeë ouderdom af blootgestel word aan en opleiding ontvang in lewensverhaalvertellings. Hierdie blootstelling lei daartoe dat leerders geleidelik daaraan gewoond gemaak word om as 't ware die storie van hul lewe aan ander te vertel. Op hierdie manier verseker blootstelling aan die deel van persoonllike lewensverhale dat individuele leerlinge nie geïntimideer sal voel deur dergelike aktiwiteite wanneer hulle die ouderdom bereik waar die stories van hul persoonlike belewenisse met vertroue vertel kan word nie. Daar is daarom veral gekyk na die Kurrikulum en Assesseringsbeleidsverklaring (KABV) om vas te stel of daar in die KABV voldoende ruimte geskep is om leerders vanaf 'n vroeë ouderdom bloot te stel aan lewensverhale. Daar is ook ondersoek ingestel of hierdie blootstelling en opleiding in die vertel van lewensverhale toeneem totdat leerders in vroeë adolessensie spontaan en met selfvertroue hulle persoonlike stories aan ander kan vertel.

The professional assessment is fundamental in order to evaluate the work capacity, in the medical inspections of the Spanish National Social Security Institute (NSSI). Our evaluating system of work ability/inability is essentially labour or professional, evaluating the functional or organic limitations related to the natural inability of the labour functions or the labour in general. This article handles with the main aspects of the professional or labour valuation using the concepts of Profession, Labour Ability, Labour Requests and the Ability, Able or Unable to. It deals as well with a review to the professional marking criteria and to the specific usual occupation. In our NSSI we do not only have urgently to define it but to stablish an update and a definition of the abilities to be valued and of the job, occupation, work and tasks concept. It is as well necessary to implement a contrasted and standardized evaluation methodology with an adequate normative reference, its applicable use and its validated scientific contrast. Material and Method: The texts published on the literature of this article and in the reference work mentioned in the literature have been reviewed. Conclusions: It seems strange that it is just recently when the lack of social security assessment tools changes into a social security disability rating system, where the concepts of "professional" or "labor valuation" play a main role. For a proper assessment of work capacity, it duly urges a valuation methodology and standardized measurement considering its regulated publication, its extensive use and its scientifically validated contrast. The assessment of skills or job skills required by the job need to establish a common system, an update and a definition of the skills to be assessed, as well as the concept of profession, occupation, work and tasks. It is therefore essential to specify what do we value and how do we do it in the "professional", "work ability", "occupational" or "work" social security rating system, updating meanwhile the concepts of inability and promoting a legal reform legislation to provide a better ability or inability work situation.

La valoración profesional es pieza capital en la valoración de la capacidad laboral en el trabajo en las inspecciones médicas del Instituto Nacional de la Seguridad Social, ya que nuestro sistema de valoración de la capacidad/incapacidad laboral es esencialmente laboral o profesional, precisando valorar las limitaciones funcionales u orgánicas en relación de su carácter incapacitante respecto de las funciones que su trabajo o el trabajo en general. En este artículo se exponen los aspectos básicos en la valoración profesional o laboral, repasando los conceptos de Profesión, Capacidad Laboral, Requerimientos laborales, Aptitud, Capacitado, Incapacitado, así como el procedimiento en Valoración de la Capacidad Laboral, y una reseña al criterio de calificación profesional y al específico de la profesión habitual. Si bien es urgente la definición, en nuestro sistema de seguridad social establecer una actualización y definición de las aptitudes a valorar, y del concepto de profesión, ocupación, trabajo y tareas. Así como implantar una metodología de valoración debidamente contrastada y normalizada, tanto con su referencia normativa que proceda, como por su uso extensivo, como por su contraste científico validado. Conclusiones: Para una correcta valoración de la capacidad laboral, urge una metodología de valoración debidamente contrastada y normalizada, tanto por su referencia a publicación normada, como por su uso extensivo, como por su contraste científico validado. La valoración de las aptitudes o capacidades laborales requeridas por el trabajo necesita establecer un sistema común y una actualización y definición de las aptitudes a valorar, y del concepto de profesión, ocupación, trabajo y tareas. Es por tanto esencial precisar qué valoramos y cómo lo hacemos, en la valoración "profesional" o de la "capacidad laboral" u "ocupacional" o del "trabajo" en nuestro actual marco del sistema de seguridad social, y propugnar a la par una actualización de conceptos de la incapacidad y una reforma legal de la normativa que facilite la adecuación de las situaciones de capacidad o incapacidad laboral.

The systemic lupus erythematous is illness autoimmunity, systemic, characterized by the autoanticuerpos production and a diversity of clinical manifestations among those that highlight the neuropsychiatric manifestations. Among these flames powerfully the attention the transverse myelitis which is an inflammatory process that affects a restricted area of the spinal cord. The presentation, usually dramatic, with a quick progression of the symptoms that you/they involve the functions motorboats, sensitive and autonomous, makes of these a medical emergency. The association between transverse myelitis and illnesses rheumatic autoimmunity has been reported; however, in some cases it continues being a strange combination.

El lupus eritematoso sistémico es una enfermedad autoinmune, sistémica, caracterizada por la producción de autoanticuerpos y una diversidad de manifestaciones clínicas entre las que destacan las manifestaciones neuropsiquiátricas. Entre estas destaca la mielitis transversa la cual es un proceso inflamatorio que afecta un área restringida del cordón espinal. La presentación, usualmente dramática, con una rápida progresión de los síntomas que involucran las funciones motoras, sensitivas y autonómicas, hacen de ella una emergencia médica. La asociación entre mielitis transversa y enfermedades reumáticas autoinmunes ha sido reportada; sin embargo, en algunos casos sigue siendo una combinación rara.