Teachers' responses to anxiety in students with autism spectrum disorder: Proposal of a predictive model

Introduction. Students with autism spectrum disorder (ASD) experience clinical or subclinical levels of anxiety which problematizes the possibilities communication and social interaction. Current educational demands require exploration variables linked to mediation teachers' responses students ASD. Objective. To propose a predictive model based on mediating ASD in inclusive schools. Methods. This manuscript is focused review variables: knowledge about ASD, emotional regulation strategies, special/inclusive education, attitudes towards inclusion. Results. The evidence suggests that reviewed are key teachers Based this finding, proposed associates high cognitive reassessment as strategy for regulation, positive attitude, special and/ education from promote autonomy, while indicators such low expressive suppression an strategy, negative little related problematize symptoms Conclusion. here speculative, but theoretically, it paves way possible empirical studies demonstrate its validity.