Participación de la Familia en el Bienestar Socioemocional de Niños con Autismo de Edad Escolar

Jenine Alexandra  Jimenez Merino; Katherine Dayan Valencia Molina

doi:10.70577/asce.v5i2.807

Authors

Jenine Alexandra Jimenez Merino Universidad Estatal de Milagro https://orcid.org/0009-0001-2913-7970
Katherine Dayan Valencia Molina Universidad Estatal de Milagro https://orcid.org/0009-0001-6165-955X

DOI:

https://doi.org/10.70577/asce.v5i2.807

Keywords:

Family involvement; Socio-emotional well-being; Autism Spectrum Disorder (ASD); Inclusive education; Family–school relationship.

Abstract

Family involvement constitutes a key component in the socio-emotional well-being of children with Autism Spectrum Disorder (ASD), especially during school age, a stage in which emotional, social, and adaptive skills are consolidated (Baron-Cohen, 2002; Mira et al., 2019). In the current educational context, characterized by diversity and the strengthening of inclusive practices, there is a clear need to consolidate the link between family and school; however, limitations persist in communication and in the continuity of socio-emotional support between both contexts (Cabrera Palacios, 2024; Noboa Orellana, 2024; Gómez et al., n.d.; Merino Ruiz et al., 2012).

The aim of this study was to describe family participation and the level of socio-emotional well-being of school-aged children with ASD, based on quantifiable indicators. A quantitative approach was adopted, with a non-experimental, descriptive, and cross-sectional design. The sample consisted of 7 students with ASD, 7 legal guardians, and 11 teachers, selected through non-probabilistic purposive sampling. Structured surveys were administered to parents and teachers, along with non-participant observation of the students. The analysis focused on variables related to family participation, such as frequency of involvement and support practices (Parra Martínez & Arcos Herrera, 2025; Zambrano-Mendoza, 2022), and on indicators of socio-emotional well-being, including emotional regulation, social interaction, and school adaptation (Cuesta Gómez, 2018; Martínez Martín & Bilbao León, 2008).

The results showed a high level of family participation, reflected in constant support and the use of structured strategies at home; however, limitations were identified in the systematic application of strategies for managing emotional dysregulation. Regarding socio-emotional well-being, students were able to integrate into school dynamics, although they showed difficulties in autonomous emotional regulation and in identifying emotions. It is concluded that family participation significantly influences the socio-emotional well-being of children with ASD; however, it is necessary to strengthen family training in specific strategies and to consolidate collaboration with the school, providing relevant evidence for the strengthening of inclusive practices and evidence-based educational decision-making (Grandin & Duffy, 2012; Rogers & Dawson, 2010).

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