Cognitive-Behavioral Therapy in Pedagogical Support for Children with Autism Spectrum Disorder: Opportunities and Limitations
DOI:
https://doi.org/10.12775/SPI.2026.1.003Keywords
cognitive-behavioral therapy, autism spectrum disorder, special education, emotional functioning, inclusive education, pedagogical support, self-regulationAbstract
The aim of this article is to analyze the possibilities and limitations of using cognitive-behavioral therapy in the educational support of children with autism spectrum disorder (ASD). Particular attention is paid to their emotional and adaptive functioning in the educational environment. The theoretical foundations of the cognitive-behavioral approach and the scope of its potential usefulness in educational practice, considered from the perspective of the educator's professional competence, are discussed. The article is theoretical and analytical in nature and is based on a critical review of the literature, including meta-analyses, systematic reviews, and key theoretical studies from clinical psychology, special education, and developmental psychology concerning work with children with ASD.
The discussion begins with an overview of the increasing emotional and adaptive difficulties of children with autism spectrum disorder in the educational context and the importance of mental health for the learning and upbringing process. Next, the basic assumptions of cognitive-behavioral therapy are presented, with particular emphasis on the mechanisms of change relevant to education, such as learning, modeling, reinforcement, and the development of self-regulation. The following section is devoted to an analysis of adapting the cognitive-behavioral approach to the specific needs of children with ASD and to identifying the limitations resulting from differences between educational interventions and psychotherapy.
The literature review indicates that cognitive-behavioral therapy, when appropriately adapted, can provide valuable pedagogical support in the areas of emotional education, structuring the school environment, and reinforcing adaptive behaviors. At the same time, the need to maintain clear boundaries of professional competence and the importance of interdisciplinary collaboration as prerequisites for effectively supporting children with ASD in the educational environment are emphasized.
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