Hành vi hợp tác của học sinh rối loạn phổ tự kỉ trong hoạt động hướng nghiệp: Thực trạng và đề xuất biện pháp giáo dục

Tóm tắt

Collaborative behaviors play an important role in the ability of students with autism spectrum disorder (ASD) to participate in group activities, adapt socially, and perform vocational tasks. However, students with ASD often experience difficulties in social communication, joint attention, sharing, turn-taking, task coordination, and behavioral regulation during group activities (American Psychiatric Association, 2013). This study aimed to identify the characteristics of collaborative behaviors among students with ASD in vocational activities and propose appropriate educational measures. A cross-sectional descriptive research design was conducted with 120 students with ASD from three specialized educational institutions using a self-developed CBC-V scale consisting of 32 indicators across four components of collaborative behaviors. The mean score of students’ collaborative behaviors was 65.03 out of 128; 80.84% of students were classified into the groups of “very limited” and “basic level requiring frequent support.” The main difficulties were identified in initiating interactions, coordinating tasks, supporting peers, and regulating social behaviors. The study proposed four educational measures, including: (1) Structuring the vocational workshop space visually; (2) Developing group task analysis procedures; (3) Developing joint attention through dynamic interaction scenarios and modeling; and (4) Building purposeful simulated situations. These measures may serve as a foundation for developing educational plans and organizing vocational activities that are appropriate to the characteristics of students with ASD.