Special Education Teachers’ Intention to Support the Use of Computerized Cognitive Training for Children With NDDs in China: A Theory of Planned Behavior Perspective

This study examined special education teachers’ (SETs) intentions to support the use of Computerized Cognitive Training (CCT) for children with neurodevelopmental disorders (NDDs) in China, framed by the Theory of Planned Behavior (TPB). As digital transformation reshapes special education, understanding SETs’ acceptance of CCT is critical for its effective implementation.

A survey was conducted with 310 SETs from various regions in China. Participants completed a validated questionnaire measuring attitudes, subjective norms, perceived behavioral control, behavioral beliefs, and intentions toward CCT use. Descriptive statistics, correlation analysis, and path analysis were used to identify the psychosocial factors influencing SETs’ intentions.

SETs demonstrated generally positive attitudes toward CCT, acknowledging its potential to enhance cognitive abilities in children with NDDs. Subjective norms and perceived behavioral control significantly predicted behavioral intentions, with subjective norms showing a stronger effect. SETs’ knowledge and prior experience with CCT were positively correlated with their attitudes and intentions. Path analysis revealed that subjective norms fully mediated the relationship between perceived behavioral control and behavioral intention, underscoring the central role of social influence.

The findings highlight the psychosocial mechanisms shaping SETs’ intentions to adopt CCT in Chinese special education. Although SETs’ experience with CCT remains limited, their favorable attitudes and strong social support suggest high potential for adoption. Interventions that strengthen SETs training and foster supportive institutional environments are essential for promoting effective CCT integration.