自闭症谱系障碍儿童心理和学习理论在课堂环境中的作用

IF 0.1 Q4 EDUCATION & EDUCATIONAL RESEARCH
Kelly Whalon, Sarah K. Cox
{"title":"自闭症谱系障碍儿童心理和学习理论在课堂环境中的作用","authors":"Kelly Whalon, Sarah K. Cox","doi":"10.20396/ETD.V22I1.8655487","DOIUrl":null,"url":null,"abstract":"Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including Theory of Mind (ToM) and not only interfere with the ability to attain and maintain social relationships but can also hinder academic performance. Educators are responsible and accountable for improving the academic performance of children with ASD and because of this emphasis on academic instruction, interventions that address social cognition including ToM may be overlooked in classroom settings. Yet, the influence of ToM and social cognition on both social and academic performance makes it essential that educators begin to address these skills early and in classroom settings. The purpose of this paper is to review the ToM construct as well as the links between ToM and the academic skill development of learners with ASD. This article includes examples of evidence-based educational strategies (i.e., reading and mathematics) for students with ASD and explain how these strategies may also support ToM.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.1000,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"The role of theory of mind and learning of children with autism spectrum disorders in classroom settings\",\"authors\":\"Kelly Whalon, Sarah K. Cox\",\"doi\":\"10.20396/ETD.V22I1.8655487\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including Theory of Mind (ToM) and not only interfere with the ability to attain and maintain social relationships but can also hinder academic performance. Educators are responsible and accountable for improving the academic performance of children with ASD and because of this emphasis on academic instruction, interventions that address social cognition including ToM may be overlooked in classroom settings. Yet, the influence of ToM and social cognition on both social and academic performance makes it essential that educators begin to address these skills early and in classroom settings. The purpose of this paper is to review the ToM construct as well as the links between ToM and the academic skill development of learners with ASD. This article includes examples of evidence-based educational strategies (i.e., reading and mathematics) for students with ASD and explain how these strategies may also support ToM.\",\"PeriodicalId\":42482,\"journal\":{\"name\":\"ETD Educacao Tematica Digital\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.1000,\"publicationDate\":\"2020-02-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"ETD Educacao Tematica Digital\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.20396/ETD.V22I1.8655487\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"ETD Educacao Tematica Digital","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20396/ETD.V22I1.8655487","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

对于自闭症谱系障碍(ASD)的学习者来说,发展社交能力本身就很困难。这些与社会能力相关的挑战通常归因于包括心理理论(ToM)在内的社会认知,不仅会干扰获得和维持社会关系的能力,还会阻碍学习成绩。教育工作者有责任提高自闭症儿童的学习成绩,由于这种对学术指导的强调,在课堂环境中,解决包括ToM在内的社会认知的干预措施可能会被忽视。然而,ToM和社会认知对社会和学业表现的影响使得教育工作者在早期和课堂环境中开始解决这些技能至关重要。本文的目的是回顾ToM的结构,以及ToM与ASD学习者学术技能发展之间的联系。这篇文章包括了针对ASD学生的基于证据的教育策略(即阅读和数学)的例子,并解释了这些策略如何也可以支持ToM。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The role of theory of mind and learning of children with autism spectrum disorders in classroom settings
Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including Theory of Mind (ToM) and not only interfere with the ability to attain and maintain social relationships but can also hinder academic performance. Educators are responsible and accountable for improving the academic performance of children with ASD and because of this emphasis on academic instruction, interventions that address social cognition including ToM may be overlooked in classroom settings. Yet, the influence of ToM and social cognition on both social and academic performance makes it essential that educators begin to address these skills early and in classroom settings. The purpose of this paper is to review the ToM construct as well as the links between ToM and the academic skill development of learners with ASD. This article includes examples of evidence-based educational strategies (i.e., reading and mathematics) for students with ASD and explain how these strategies may also support ToM.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
ETD Educacao Tematica Digital
ETD Educacao Tematica Digital EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
45
审稿时长
24 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信