Habilidades socioemocionales y rendimiento académico en un niño con autismo

Abstract

Currently, there has been a noticeable increase in the incidence of autism spectrum disorder in educational settings, which poses significant challenges in the teaching-learning process due to the distinctive characteristics of this diagnosis. Consequently, promoting the development of socioemotional skills becomes essential to facilitate a better adaptation of individuals with autism in any context. This is why academic performance plays a crucial role in the development of these skills and in the adaptation process since it is where the initial foundations for social interaction in society are established. Given the strong connection established between the analytical categories in the study, the following issue arises: What influence do socioemotional skills have on the academic performance of a child with autism? Therefore, the general objective is to determine the influence of socioemotional skills on the academic performance of a child with autism. Instruments for data collection, such as observation guidelines and teacher interviews, were created, and the Inventory of Behavioral and Socioemotional Problems IPCS was applied. The results show how socialization and the expression of emotions, thoughts, or feelings are related to academic performance, mainly due to a lack of knowledge about autism spectrum disorder among academic staff, leading them to use inappropriate methodologies to reinforce the child's adaptation and the teaching-learning process. Therefore, it is recommended to provide psychopedagogical support and implement a curriculum adaptation throughout the academic journey.