Influence of parental education on the intelligence quotient profiles and socially adaptive behavior of school-age children with autism spectrum disorder in eastern China

Intelligence quotient(IQ)and adaptive behavior are the influencing factors of autism spectrum disorder(ASD)in children entering mainstream schools.This study explored the association between parental education level,IQ,and adaptive behavior in ASD groups.A total of 257 school-age ASD children were enrolled in our study from January 2017 to June 2021.Their parents completed a standard demographic form,including age at autism diagnosis,gender,school placement,and parents’educational background.The Chinese version of the Wechsler Intelligence Scale for Children,Fourth Edition(WISC-IV)was completed by a certified assessor for each enrolled child.Parents were interviewed on adaptive behavior using the Chinese version of the Adaptive Behavior Assessment System,Second Edition(ABAS-II).The average IQ of school-age ASD children was 76.88(standard deviation(SD)=22.62)and boys had higher IQ levels than girls.The IQ was positively correlated with age.The General Adaptive Composite(GAC)score was 82.47(SD=15.86)and adaptive behavior did not increase with age.ASD children who attended mainstream schools had better adaptive behavior profiles than other children.The mother’s education level showed a significant correlation with the IQ and adaptive behavior of autistic children,while the father’s education level did not.Consequently,better training and support for parents may help autistic children enter mainstream schools,with adaptive training being the most urgently required skill for parents.

是否存在天然的教育行为

教育是一种情感性、价值性的人文实践,属于一种文化心理现象,因而并不存在天然的教育行为。这意味着现实存在的教育行为只能是人自己的创造,同时还意味着教育行为只能是“教育”与“行为”的有机结合,其中的“教育”是意念的,而“行为”则是可操作的。教育行为具有非天然性,它是一般行为教育化的结果,也可以说是教育意念行为化的结果。一般行为通过服务于教育的目的成为教育的手段,通过服从于教育的原则获得教育的意蕴。正是由于教育行为具有非天然性,教育思想的创造才有了可能,教育方法的创造才有了必要。对于教育思想在未来的可能性创造,重点应该放在教育者善意的理论化和共同体价值的重组。教育方法创造基本上朝着教育行为有效和适切的方向进行,教育实践者将过去的标准与未来的期望在主体性实践中创造性地统合起来,以期产生新的教育意义。