自闭症在小学课堂上塑造了社会融合和互惠
Patricia Soto-Icaza1, Melanie Oyarzun2,3, Tamara Yaikin3
1Laboratorio de Neurociencia Social y Neuromodulación (neuroCICS), Centro de Investigación en Complejidad Social (CICS), Facultad de Gobierno, Universidad del Desarrollo, Santiago, Chile. patriciasoto@udd.cl.
Scientific reports
|November 18, 2025
概括
自闭症儿童和特殊教育需求 (SEN) 的学生在学校同龄人网络中不太社会化和互惠. 这项研究强调了改善神经分歧学生社会包容性的干预措施的必要性.
科学领域:
- 儿童心理学 儿童心理学
- 社会神经科学是一种社会神经科学.
- 教育心理学教育心理学
背景情况:
- 学校是儿童社会发展的关键环境.
- 自闭症儿童经常在同伴关系中遇到困难.
- 了解特殊教育需求 (SEN) 学生的社会动态对于包容至关重要.
研究的目的:
- 研究自闭症儿童在小学同学网络中的社会融合和互惠.
- 将自闭症儿童和SEN儿童的社会地位与他们的非自闭症同龄人进行比较.
- 探索神经发育条件对教育环境中的社会动态的影响.
主要方法:
- 利用生态方法与实验性游戏理论来量化社会一体化.
- 基于在分配游戏中同行选择的构建的课堂社交网络.
- 分析了六所小学26个教室的625名学生 (年龄在6-11岁) 的数据.
主要成果:
- 与没有SEN的儿童相比,自闭症儿童和有SEN的儿童在社交网络中的中心地位显著下降.
- 自闭症儿童和SEN儿童都表现出较少参与互惠的同龄人关系.
- 研究结果表明,在学校环境中,神经分歧的学生可能面临社会整合的挑战.
结论:
- 该研究表明,自闭症儿童和SEN儿童占据了更多的边缘社会地位,并参与了更少的互惠关系.
- 需要对更大的样本进行进一步的研究,以确认这些研究结果对自闭症学生的特异性.
- 强调针对社会包容性提供有针对性的支持的重要性,并理解神经发育条件和社会相互作用之间的相互作用.
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