Nguyên tắc và quy trình tổ chức giáo dục kĩ năng tự điều chỉnh cảm xúc cho vị thành niên (15-18 tuổi) rối loạn phổ tự kỉ tại cơ sở giáo dục chuyên biệt

Tóm tắt

Special education settings in Vietnam already teach social and independent-living skills to autistic students, but no Vietnamese document states which principles and which steps should govern the teaching of emotion self-regulation. Teachers therefore improvise when students aged 15-18 lose emotional control. This study proposes a set of organising principles and a process for this age group. A structured narrative review of 22 sources produced six principles and a six-step process. The principles are derived from four emotional characteristics repeatedly reported in autistic adolescents: strong and prolonged emotional reactions, limited use of cognitive reappraisal, difficulty reading bodily cues, and weak transfer of learned skills. Each principle states its basis, the concrete actions required, and the observable signs that it has been breached. Each step of the process names the emotion-regulation task it carries, together with its purpose, the unit responsible, its output, and the condition for moving on. A 12-week module and a monitoring matrix illustrate steps 4 to 6. Unlike programmes aimed at an individual learner or a parent group, this framework operates at the level of the setting. It is a theoretical proposal without empirical testing; expert appraisal and small-scale trials in Vietnamese special education settings are needed before wider use.