Villegas Lirola Francisco, Codina Sánchez Antonio
Department or Education, University of Almeria, 04120 Almeria, Spain.
Brain Sci. 2024 Nov 22;14(12):1167. doi: 10.3390/brainsci14121167.
Educational professionals face significant challenges in determining the most appropriate educational placement for each child with ASD, which is a major concern for their parents. The purpose of this paper is to identify the factors in the development of students with ASD (language development, cognitive development, and socio-emotional development) that are most relevant in determining the modalities of schooling in early childhood education.
A total of 381 Psychopedagogical Evaluation Reports from students with ASD aged 3 to 5 years were reviewed. The importance of each variable was identified using artificial neural network analysis. Classification trees were used to determine their distribution in the two schooling modalities.
A total of 42.9% of boys aged 3-5 years with ASD and 54.12% of girls aged 3-5 years with ASD were enrolled in specific modalities.
Cognitive development and comprehensive language were the two variables that best explained whether children with ASD were educated in specific or ordinary modalities. The presence of a significantly impaired level of cognitive development was the best predictor of schooling in specific modalities, and for the rest of the cognitive levels, the greater the difficulties in comprehensive language, the greater the likelihood of schooling in specific modalities.
教育专业人员在为每名自闭症谱系障碍（ASD）儿童确定最合适的教育安置方面面临重大挑战，这也是患儿家长主要关心的问题。本文旨在确定ASD学生发展过程中的因素（语言发展、认知发展和社会情感发展），这些因素在确定幼儿教育的上学模式时最为相关。
回顾了381份3至5岁ASD学生的心理教育评估报告。使用人工神经网络分析确定每个变量的重要性。分类树用于确定它们在两种上学模式中的分布。
3至5岁的ASD男孩中有42.9%、3至5岁的ASD女孩中有54.12%就读于特定模式。
认知发展和综合语言是最能解释ASD儿童是接受特殊教育还是普通教育的两个变量。认知发展水平显著受损是接受特殊教育的最佳预测指标，对于其他认知水平而言，综合语言方面的困难越大，接受特殊教育的可能性就越大。
