The literature confirms that individuals with autism spectrum disorder (ASD) have planning deficits. However, few interventions have targeted these deficits. The aims of this study were to: (1) show that the mixed methods approach can be useful in studying planning skills of children with ASD during and after an educational intervention; (2) assess whether the planning skills of two groups of children with ASD improved during the intervention and if this progress was maintained 1 month after completing the intervention. The groups were formed depending on each child's severity level (SL) of ASD according to DSM-5: SL1 (requiring support) and SL2 (requiring substantial support). Each group was composed of four children. In the framework of mixed methods, we used observational methodology, which is considered as mixed methods in itself because it integrates qualitative and quantitative elements. A nomothetic/follow-up/multidimensional observational design was used. Planning skills manifested by children during the intervention were codified, as well as the scaffolding behaviors provided by the educational specialist. These skills and behaviors were also coded in one session, which took place 1 month after the intervention. Coded data of each group were submitted to prospective and retrospective lag sequential analysis. This informed of the sequential structure of planning skills performed by children in interaction with the educational specialist at the beginning and at the end of the intervention, as well as 1 month later after the intervention. The comparison of the patterns obtained in these three temporal moments allowed us to know the improvement of the two groups in the use of planning skills. Results showed that both groups improved their autonomous use of planning skills. However, SL1 group used successfully and autonomously complex planning skills, while SL2 group were unable to achieve this gain. SL2 group progressed in autonomy, but only using basic planning skills. Both groups can further improve their use of planning skills; therefore, the intervention should be adjusted to their characteristics and temporarily extended. These findings contribute to the, as yet, little studied field of intervention and assessment of planning skills in children with ASD using a mixed methods approach.

Executive dysfunctions are present in numerous disorders, including autism. One of the main limitations of the tests traditionally used to measure executive functioning is that they are poorly adjusted to the demands of real life. This study shows the ability of seven children with autism, aged between five and 12 (M = 7.7, SD = 2.0), to transfer the executive skills they learnt in an executive functions training programme to everyday life. For the study the participants’ parents and teachers were asked to fill out the Childhood Executive Functioning Inventory (CHEXI) questionnaire before and after the intervention. The results of the pre-test-post-test analysis in both groups of respondents show statistically significant differences in the two questionnaire factors: Total working memory and Total inhibition. The need to focus assessment and intervention for people with autism on difficulties in everyday executive functioning for optimal psycho-social adaptation of the individual to their environment is emphasized.

The psychomotor development is a dynamic process as result of the nervous system maduration, neuromuscular function and sensitive organs, which happens during the interaction of the child with the environment. All contribute to the acquisition of skills and more complex responses.The present study is an example of how teachers can use observation to assess child´s motor behaviour. This study analyses the possible existence of patterns of motor behaviour and its evolution in a group of schoolchildren in the early childhood education in their physical education class during spontaneous play and directed activities.Keywords: motor activity, observational methodology, assesment RESUMEN El desarrollo psicomotor en un proceso dinámico producto de la maduración del sistema nervioso, la función neuromuscular y los órganos sensoriales, que ocurre en la medida que el niño interactúa con el entorno, se traduce en la adquisición sistemática de habilidades y respuestas cada vez más compleja.El estudio que presentamos muestra un ejemplo de cómo los docentes pueden utilizar la observación para la evaluación de la conducta motriz de los escolares. El objetivo de nuestro trabajo es analizar la posible existencia de patrones de conducta motriz y su evolución en un grupo de escolares de la etapa de educación infantil en clase de eduación física cuando realizan actividades tanto de juego espontáneo como dirigido.Palabras clave: motricidad, metodología observacional, Evaluación. ANTECEDENTESPodemos definir el desarrollo psicomotor como la madurez psicológica y muscular del infante, desarrollo que si bien sigue una pauta común es diferente en cada persona, debido fundamentalmente a características gené-ticas propias del individuo y a características ambientales con las que interactúa, por lo tanto, el desarrollo psi-

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Abstract.This study aims to review progress in monitoring a childof five years and nine months with pervasive developmental disorders using a pilot program to improve executive function. According to theparticipant´s age and as well as its features, observational methodology is suitable for this research. The results show that monitoring behaviours continueimproving and the adult intervention decreases as the intervention proceeds. The child takes the initiative of actions demonstrating more autonomy and rigor in monitoring activity at the end of the intervention.Keywords: Executive functions, pervasive developmental disorders, observational methodology, monitoring, childhood, intervention.Resumen.El presente estudio pretende examinar el progreso en la monitorización de la actividad de un niño de 5 años y nueve meses con Trastorno Generalizado del Desarrollo aplicando un programa piloto de mejora en función ejecutiva. Tanto por la edad como por las características del participante, la metodología observacional es la más adecuada para esta investigación. Los resultados indican que loslas conductas de monitorización de la actividad se van perfeccionado y la intervención del adulto disminuye conforme avanza la intervención. Durante las últimas sesiones, el niño toma la iniciativa de las acciones demostrando así más autonomía y rigor en la monitorización de su actividadPalabras clave: Funciones ejecutivas, trastornos generalizados del desarrollo, metodología observacional, monitorización, infancia, intervención.