From Assessment to Inclusion: Construction of a Support System for Social Competence Development of Students with Autism Spectrum Disorder ——Inclusive Education Practice Based on the ICF Framework

WEI Ying; WANG Jing

doi:10.3969/j.issn.1672-4933.2026.05.003

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From Assessment to Inclusion: Construction of a Support System for Social Competence Development of Students with Autism Spectrum Disorder ——Inclusive Education Practice Based on the ICF Framework

Inclusive Education and Social\‑Behavioral Development for Children with Autism Spectrum Disorders | 更新时间：2026-10-08

- From Assessment to Inclusion: Construction of a Support System for Social Competence Development of Students with Autism Spectrum Disorder ——Inclusive Education Practice Based on the ICF Framework
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 24, Issue 5, Pages: 459-463(2026)
- 作者机构：
  
  柳州市特殊教育学校柳州 545007
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2026.05.003
  CLC： G760
- Received：10 June 2026，
  
  Revised：2026-07-10，
  
  Accepted：18 August 2026，
  
  Published：15 September 2026
- 稿件说明：
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韦颖,王静.孤独症谱系障碍学生社交能力发展支持体系建构个案研究[J].中国听力语言康复科学杂志,2026,24(05):459-463.

WEI Ying,WANG Jing.From Assessment to Inclusion: Construction of a Support System for Social Competence Development of Students with Autism Spectrum Disorder ——Inclusive Education Practice Based on the ICF Framework[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):459-463.
韦颖,王静.孤独症谱系障碍学生社交能力发展支持体系建构个案研究[J].中国听力语言康复科学杂志,2026,24(05):459-463. DOI： 10.3969/j.issn.1672-4933.2026.05.003.

WEI Ying,WANG Jing.From Assessment to Inclusion: Construction of a Support System for Social Competence Development of Students with Autism Spectrum Disorder ——Inclusive Education Practice Based on the ICF Framework[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):459-463. DOI： 10.3969/j.issn.1672-4933.2026.05.003.

摘要

目的

评估不精准、支持不系统、泛化不到位是制约孤独症谱系障碍（ASD）学生在普通班级有效参与的三大瓶颈。本研究旨在基于《国际功能、残疾和健康分类（儿童与青少年版）》（international classification of functioning， disability and health for children and youth，ICF-CY）功能框架，探索并验证一套以ICF评估为起点、可复制推广的融合教育支持体系。

方法

运用ICF评估与训练系统对1名11岁随班就读ASD学生进行功能评估，覆盖身体功能、活动功能、参与功能及环境因素4个模块。构建评估—抽离式个训课—社团融合课—学科融合课“四环”支持体系，干预历时一学期，以课堂行为频次记录和目标达成度评估效果。

结果

个案在共同注意、主动社交等核心目标上取得显著进步，注视教师达2秒以上行为从每节课0次提升至5～6次，自发语言表达从每天0次提升至3～4次，课堂参与度与行为规范性同步改善。

结论

“四环”支持体系通过评估—策略精准对应、技能逐级泛化及环境因素系统优化3条路径，有效促进了ASD学生社交能力从训练情境向真实课堂迁移。该体系基于ICF-CY标准化功能指标，具有较强的可操作性和复制推广价值，为融合教育中ASD学生社交能力培养提供了科学可行的实践范式。

Abstract

Objective

Imprecise functional assessment

unsystematic support

and insufficient skill generalization constitute three major barriers to the effective participation of students with Autism Spectrum Disorder (ASD) in regular classrooms. This study aims to explore and validate a replicable inclusive education support system grounded in the International Classification of Functioning

Disability and Health for Children and Youth Version (ICF-CY) framework

with the ICF-based assessment as its starting point.

Methods

The ICF Assessment and Training System-ASD was employed to conduct an accurate functional assessment on an 11-year-old student with ASD placed in a regular second-grade classroom

covering the four modules of body functions

activity functions

participation functions

and environmental factors. Based on the assessment results

a four-component support system was constructed

consisting of assessmens

resource room individual training

extracurricular integration activities

and subject-integrated classes. The intervention lasted one semester

with outcomes measured through classroom behavior frequency recordings and goal attainment scaling.

Results

Following the intervention

significant improvements were observed in the core target areas of joint attention and active social interaction. The frequency of fixating on the teacher for at least 2 seconds increased from zero to five to six times per class session

and spontaneous verbal expressions increased from zero to three and four times per day. Concurrent improvements were also noted in classroom engagement and behavioral regulation.

Conclusions

The four-component support system facilitates the transfer of social skills in students with ASD from structured training settings to authentic classroom contexts through three operational pathways: precise assessment-strategy alignment

hierarchical skill generalization

and systematic environmental optimization. Grounded in the standardized functional indicators of the ICF-CY framework

this system demonstrates strong operability and replicability

offering a scientifically sound and practical paradigm for fostering social competence in students with ASD within inclusive educational settings.

关键词

Keywords

references

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