摘要
This article describes the conceptual foundations and classroom-based implementation of the social cognitive approach for supporting a preschool child with ASD-L1 in an inclusive education setting. Rather than testing intervention efficacy, the manuscript presents a descriptive case illustration of how social and object-oriented strategies were selected, delivered, and adapted across 12 sessions delivered once every two weeks. Data sources included parent and teacher interviews, classroom observations, field notes, selected video recordings, and rating-scale information. Observed changes in social engagement, communication, cognitive flexibility, and emotional awareness are summarized as descriptive practice indicators, not as evidence of causal treatment effects. Implications for educators, families, and future research are discussed.