Social-Cognitive Abilities for Students With Autism Spectrum Disorder: A National Survey of Special Education Teachers in China

• In Event: Social-Cognitive Aspects of Autism

Abstract

Individuals with autism spectrum disorder (ASD) often demonstrated delays in social-cognitive development, particularly, in emotional regulation (ER), theory of mind (ToM), and executive function (EF). Teachers are the crucial agents contributing to the development of them. A total of 876 teachers in China participated in this study. Results showed that the majority of the teachers considered ER as one of the top five most important abilities for students with ASD. However, they demonstrated limited understandings of EF and ToM. Educational settings appear to be the most apparent factor contributing to teachers’ perceptions of the importance of developing social-cognitive abilities for students with ASD. Delays in social-cognitive development contributed to teachers’ perceptions of social-cognitive developmental needs of individuals with ASD.

Author

• Yanru Chen, Teachers College, Columbia University