From Neural Signatures to Classroom Strategies: A Theoretical Model for Educational Intervention in Children with Autism Spectrum Disorder Based on Neuroimaging
DOI:
https://doi.org/10.71222/qvga5f21Keywords:
autism spectrum disorder, neuroimaging, educational intervention, neuroeducationAbstract
Current educational intervention measures often lack a direct connection to the underlying neural mechanisms of ASD. To address this issue, the research, building upon the team's Connectome Computation System (CCS), critically synthesizes existing literature on ASD neurobiology and evidence-based educational strategies to construct a three-tier "neuro-educational" transformation framework. This theoretical model links the neural signatures identified by CCS with the cognitive-behavioral profiles of children with autism, thereby deriving targeted educational principles and actionable classroom strategies. The conclusion asserts that this structured model provides a crucial, scientifically-grounded pathway for translating individual neurocognitive assessments into personalized educational interventions, thereby enhancing the precision, efficacy, and theoretical coherence of support measures for children with ASD in classroom settings.
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Copyright (c) 2025 Anqi Gao, Jing Lang, Yifang Wang (Author)
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