Examining collaboration skills and influencing factors among secondary school students with autism spectrum disorder in general education settings

Abstract

The collaboration skills of students with autism spectrum disorder (ASD) are receiving increasing attention from educators and parents. Adolescents with ASD often face difficulties in interacting, forming relationships, and solving problems collaboratively with their peers. This study aims to examine the current state of collaboration skills and the factors affecting these skills in secondary school students with ASD who are integrated into general education settings. We conducted a quantitative analysis to assess various dimensions of collaboration among these students. The results indicated that the ability to participate in and accept group assignments was of particular concern (M=2.42, SD=0.21). Similarly, skills related to conflict resolution and emotional regulation were also highlighted (M=2.37, SD=0.45). Additionally, students with ASD who also have other disabilities, such as visual or hearing impairments or motor disabilities, showed the most significant challenges in collaboration skills (M=4.22, SD=1.00), followed by those with severe ASD (M=4.13, SD=1.05). Our findings reveal alarming signs regarding the collaboration skills of students with ASD. These results underscore the need for targeted interventions and educational strategies to support these students effectively. The study provides a basis for educators and parents to propose and implement appropriate measures to support and educate secondary school students with ASD, focusing on enhancing their collaboration skills.