Cognitive-behavioral psychotherapy plan to reduce maladaptive behaviors in children with Autism Spectrum DisorderAbstract
DOI:
https://doi.org/10.56124/nuna-yachay.v8i15.010Keywords:
autism spectrum disorder; maladaptive behavior; cognitive-behavioral therapy; inclusive education; emotional self-regulationAbstract
Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by difficulties in social communication and the presence of repetitive or restrictive behaviors. In educational contexts, many children with ASD exhibit maladaptive behaviors that hinder learning, socialization, and emotional well-being, while also generating stress among teachers and families. This study aimed to design a cognitive-behavioral psychotherapy plan to reduce such behaviors in students with ASD from the Specialized Educational Unit “María Buitrón de Zumárraga,” in Portoviejo, Ecuador. A mixed-method, non-experimental, descriptive, and propositional research design was implemented, incorporating systematic observations, semi-structured interviews with teachers and parents, and anecdotal records. Findings revealed self-injurious behavior, tantrums, resistance to change, and limited social interaction, associated with sensory overload and communication difficulties. In addition, the lack of teacher training and weak school-family coordination were identified. Based on these results, the “Routes of Self-Regulation” proposal was developed, grounded in cognitive-behavioral therapy and focused on emotional self-regulation, structured routines, and collaborative work. Expert evaluation confirmed its relevance and applicability to inclusive educational environments.
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