What Does the Intention to be a Volunteer for a Student with Autism Predict? The Role of Cognitive Brain Types and Emotion and Behavior Characteristic

• Fiorenzo Laghi ^[1] ; Antonia Lonigro ^[1] ; Emma Baumgartner ^[1] ; Roberto Baiocco ^[1]
  1. [1] Università de Roma La Sapienza

     Università de Roma La Sapienza

     Roma Capitale, Italia

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 24, Nº. 1, 2018, págs. 26-30
• Idioma: inglés
• DOI: 10.5093/psed2018a7
• Títulos paralelos:
  • ¿Qué predice la intención de ser voluntario con un alumno con autismo? El papel de los tipos de cerebro cognitivo y las características emocionales y comportamentales
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio se diseñó para verificar qué tipos de cerebro cognitivo y comportamientos en el aula predecían la intención de ofrecerse voluntario a acompañar a un alumno con trastorno del espectro autista (TEA). Se apuntaron 516 adolescentes de primer curso de enseñanza secundaria. Se abordaron las diferencias relativas al género de acuerdo a la teoría empatía-sistematización. Según lo esperado, la empatía y el comportamiento prosocial predecían la voluntariedad para intervenir en el TEA. Se concluye que la elección de compañeros como agentes de intervención necesitaría de más fuentes de información. Se comentan las implicaciones clínicas y de investigación.

  • English

    The study was designed to verify which cognitive brain types and behaviors in classroom predicted the intention to volunteer to become a peer buddy for a student with Autism Spectrum Disorder (ASD). Five hundred and sixteen adolescents attending the first grade of public high schools were enrolled. Gender–related differences were discussed according to the empathizing-systemizing theory. As expected, empathy and prosocial behavior predicted volunteering in ASD intervention. We conclude that the ion of peers as intervention agents should more informative sources. Clinical and research implications are discussed.

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