Effect of types of educational institutions on social-communication functions among children with autism spectrum disorder: an observation study

GU Tingfeng; CAO Muqing; JIN Chengkai; WANG Xin; JING Jin

doi:10.16835/j.cnki.1000-9817.2023.02.005

Volume 44 Issue 2

Feb. 2023

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GU Tingfeng, CAO Muqing, JIN Chengkai, WANG Xin, JING Jin. Effect of types of educational institutions on social-communication functions among children with autism spectrum disorder: an observation study[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2023, 44(2): 181-185. doi: 10.16835/j.cnki.1000-9817.2023.02.005

Citation:

GU Tingfeng, CAO Muqing, JIN Chengkai, WANG Xin, JING Jin. Effect of types of educational institutions on social-communication functions among children with autism spectrum disorder: an observation study[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2023, 44(2): 181-185. doi: 10.16835/j.cnki.1000-9817.2023.02.005

Citation:

GU Tingfeng, CAO Muqing, JIN Chengkai, WANG Xin, JING Jin. Effect of types of educational institutions on social-communication functions among children with autism spectrum disorder: an observation study[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2023, 44(2): 181-185. doi: 10.16835/j.cnki.1000-9817.2023.02.005

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Effect of types of educational institutions on social-communication functions among children with autism spectrum disorder: an observation study

doi: 10.16835/j.cnki.1000-9817.2023.02.005

Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou(510080), China

Received Date: 2022-05-30
Rev Recd Date: 2022-07-07

Available Online: 2023-03-02

Publish Date: 2023-02-25

Abstract

Abstract

Objective To explore changes in the social interactions of school-aged children with autism spectrum disorder (ASD) enrolled in ordinary schools and special education institutions during a one-year observation period. Methods A total of 44 children with ASD were recruited from the Research Center of Children and Adolescent Psychological and Behavioral Development in the Department of Public Health, Sun Yat-sen University, during 2017 and 2018. At the baseline and follow-up periods, a self-report questionnaire (completed by parents) was administered in order to collect demographic information related to the children, the survey included the Social Responsiveness Scale (SRS), Strengths and Difficulties Questionnaire (SDQ), Social Communication Questionnaire (SCQ), Screen for Child Anxiety Related Emotional Disorder (SCARED) and the Swan-son Nolan and Pelham, Version Ⅳ Scale(SNAP-Ⅳ). Results At baseline, compared with children in ordinary schools, the total score of SRS (114.56±6.02, 93.63±3.82) and its subscale scores (social awareness: 13.54±0.71, 11.02±0.45; social cognition: 22.73±1.16, 18.19±0.73; social interaction: 37.47±2.12, 30.40±1.35; autistic mannerisms: 23.11±1.70, 19.02±1.08) were higher in children attending special education institutions, as well as the SCQ total score (20.37±1.60, 12.92±1.02) and its subscale scores(social interaction domain: 8.77±0.92, 4.23±0.58; social communication domain: 6.07±0.55, 4.19±0.35)(P < 0.05). Further comparison of baseline and follow-up results showed no significant difference in time effect or in the interaction between time and the educational environment(P>0.05). Conclusion Compared with special education institutions, school-aged children with ASD in ordinary schools had lower levels of social impairment. During the one-year observation period, there was no correlation between the educational environment and changes in symptoms of children and their parents. Parents should choose an appropriate educational environment according to the children's abilities, and ordinary schools and teachers should be prepared for inclusive education.
- Education,
- Organizations,
- Autistic disorder,
- Communication,
- Child

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References(26)

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