<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-4832</journal-id>
<journal-title><![CDATA[Acta de investigación psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Acta de investigación psicol]]></abbrev-journal-title>
<issn>2007-4832</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Psicología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-48322021000200095</article-id>
<article-id pub-id-type="doi">10.22201/fpsi.20074719e.2021.2.385</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Síndrome de Asperger y Función Ejecutiva: Estudio en Población Preescolar en México]]></article-title>
<article-title xml:lang="en"><![CDATA[Asperger Syndrome and Executive Function: A Pediatric Preschool Population Study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcaraz Beltrán]]></surname>
<given-names><![CDATA[Dulce Karely]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araujo Jiménez]]></surname>
<given-names><![CDATA[Eva Angelina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana Instituto de Psicología y Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Sinaloa Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<fpage>95</fpage>
<lpage>104</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-48322021000200095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-48322021000200095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-48322021000200095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El Síndrome de Asperger (SA) forma parte de los Trastornos del Neurodesarrollo, afectando el área cognitiva, social y motriz de quien lo presenta. Se asocia a déficits en la Función Ejecutiva (FE) que promueven problemas en la interacción y la comunicación social, y en el desarrollo académico desde edades tempranas. Propósito. Analizar la asociación de los síntomas de SA y déficits en la FE, y los índices de prevalencias de sintomatología de SA en edad preescolar. Método. A partir de la aplicación de instrumento de cribado de las psicopatologías infantiles, y un instrumento para la evaluación de la FE, se realizaron correlaciones. Resultados. En una muestra de 539 niños, se encontró una prevalencia de 0.6% (reportada por padres) y 0.2% (reportada por maestras) de síntomas de SA; correlaciones significativas con déficits de la FE, y con síntomas de trastornos internalizados. Conclusiones. Las deficiencias en la FE asociadas al SA pueden ser detectadas desde edad preescolar, así resulta necesario intervenir desde entonces para disminuir las dificultades académicas, emocionales y sociales típicas en los niños con SA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Asperger Syndrome (AS) is part of the Neurodevelopmental Disorders, and it affects cognitive, social and motor areas of who presents it. AS is associated with Executive Function deficit (EF) that promotes interaction, social communication and academic performance problems at early ages. Purpose. To analyze AS and EF deficit symptoms association, and AS symptomatology prevalence rates on preschoolers. Method. Screening of child psychopathology and EF instruments were used, and Pearson correlations were analyzed. Results. A prevalence of 0.6% (reported by parents) and 0.2% (reported by teachers) of AS symptoms was founded from 539 children sample; significant correlations with EF deficits and internalizing disorders symptoms. Conclusions. EF deficiencies associated with AS might be detected since preschooler ages, intervention resulting necessary from that age in order to decrease typical academic, emotional, and social difficulties on children with AS.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Síndrome de Asperger]]></kwd>
<kwd lng="es"><![CDATA[Funcionamiento ejecutivo]]></kwd>
<kwd lng="es"><![CDATA[Deterioro cognitivo]]></kwd>
<kwd lng="es"><![CDATA[Etapa preescolar]]></kwd>
<kwd lng="es"><![CDATA[Prevalencia]]></kwd>
<kwd lng="en"><![CDATA[Asperger syndrome]]></kwd>
<kwd lng="en"><![CDATA[Executive function]]></kwd>
<kwd lng="en"><![CDATA[Cognitive deficit]]></kwd>
<kwd lng="en"><![CDATA[Preschool]]></kwd>
<kwd lng="en"><![CDATA[Prevalence]]></kwd>
</kwd-group>
</article-meta>
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