How Do Children with Autism Spectrum Disorder Engage in Deep Learning? The Role of Social–Emotional Learning

Abstract

Deep learning and social–emotional learning (SEL) are increasingly recognized as essential for preparing children to thrive in an increasingly complex and interconnected world. However, research examining the relationship between SEL and deep learning among children with autism spectrum disorder (ASD) remains limited. This study investigated the association between SEL and deep learning during inclusive play among 13 children with ASD (IQ ≤ 50; 2 females and 11 males; Mage = 6.23 years, SD = 0.60). The results indicated that (1) children’s social–emotional competencies (SECs) were significantly higher at post-test than at pre-test over the period of participation in inclusive play; (2) children with ASD demonstrated changes in SEL within a dynamic process involving teacher scaffolding, interactions with diverse peers, imitation of peer behaviors, and internalization of activity routines during inclusive play; and (3) Several SEC dimensions were positively associated with deep learning, and regression analyses indicated a significant predictive relationship between SECs and deep learning. These findings highlight the potential of inclusive play for supporting both SEL and deep learning among children with ASD and provide empirical support for considering the development of SECs as a potential predictor of deep learning. However, the findings should be interpreted cautiously given the small sample size (n = 13) and the absence of a control group.