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Parents of children with autism experience significant stress and challenges in daily life that can impact their well-being. Using a daily diary method, the present study examined the same-day and next-day associations between child-related stress, social support, coping, and parental well-being outcomes (i.e. life satisfaction, positive and negative affect). A total of 76 parents (58 mothers) of autistic children participated in the study and completed daily diaries for 14 consecutive days. Multilevel modeling analyses indicated that child-related stress and social support were associated with same-day life satisfaction only in mothers. Moreover, positive coping on a given day was not only related to more positive affect and higher life satisfaction on the same day but also to higher life satisfaction on the next day, whereas negative coping was only related to higher negative affect and lower positive affect on the same day in both parents. These findings emphasize the benefits of positive coping and social support in raising children with autism, which may contribute toward the further development of existing support programs for parents of children with autism.

Given the impact of the global COVID-19 pandemic on children's schooling and learning, evidence for interventions implemented by parents is urgently needed. This study aimed to evaluate the effects of a parent-mediated LEGO intervention on the social interactions of four children on the autism spectrum in China. The intervention involved four sets of two parents engaging with their child in collaborative LEGO construction, with each person assigned a role as Engineer, Supplier, or Builder. Using a multiple probe design across the four family triads, the intervention effectively increased spontaneous social initiations and responses in all four children, and these behaviors were maintained for 6 weeks following the intervention. The effect on inappropriate interactions was not detected; parental prompts increased in initial intervention sessions but decreased over time. Parents implemented the intervention at home with high fidelity. Efficacy of the intervention and potential benefits of virtual parent training are discussed.

The purpose of the study was to examine the effects of an instructional sequence involving simple tact, category tact, and match-to-sample instructions on the emergence of metaphorical extensions about emotions for children with autism spectrum disorder. Three Chinese children (1 girl, 2 boys, 7-8 years old) with autism spectrum disorder participated. Results indicate that the participants' intraverbal responses for metaphorical extensions about emotions emerged or increased without direct training after completion of the instructional sequence to which verbal instruction had been added. All three children maintained the metaphorical extensions about emotions for 4 weeks.

The study sought to evaluate effects of self-directed training on teachers' ability to implement computer-assisted instruction (CAI) designed to teach bi-directional naming (BiN), a skill that involves incidental learning, to children with developmental delays. Three special education teachers in China participated in this fully online study. A single case design with multiple probes across participants was used. At baseline, we conducted 1.5-2 hours of online lecture-based training about BiN and its teaching procedures, followed by evaluation of teacher implementation using picture cards. In the intervention condition, we provided teachers access to the web-based CAI BiN program and its accompanying manual in order for them to learn the system and evaluate their implementation of BiN instruction. Compared to baseline, all three teachers implemented BiN instruction with greater accuracy and in less time in the intervention condition. Implications for training special education teachers to use CAI to teach BiN for students with developmental delays are discussed.

Parenting a child with autism spectrum disorder (ASD) can be tremendously challenging. It is important to identify factors associated with parenting stress. This study examined the indirect effect of parental dispositional mindfulness on their anxiety and depressive symptoms and family quality of life (FQOL) through mindful parenting and then parenting stress. Seventy-nine Chinese parents (24.1% fathers) of children with ASD aged 3-13 years completed self-report questionnaires. Results indicated that higher dispositional mindfulness was associated with higher mindful parenting, which was related to lower parenting stress, and further related to lower anxiety and depressive symptoms and higher FQOL. The findings provide valuable insight into the potential pathways through which general mindfulness and mindful parenting may positively impact parental outcomes.

This study explored the experiences of professionals and parents from the United Kingdom and China of autism-relevant policies, school involvement, and applied behavior analysis-based interventions. Semistructured interviews involving 36 parents and professionals and direct behavioral observations were carried out of five parents and three professionals. Results found: (1) a lack of autism support and applied behavior analysis-related services in both countries; (2) applied behavior analysis-based intervention was not as widely endorsed by healthcare or educational systems in the United Kingdom; Chinese parents faced challenges around inclusive education and accessing high-quality services and there was a social stigma attached to autism; (3) a limited awareness and application of early intensive behavior intervention in both regions; and (4) intervention fidelity with regards to the practice of one particular applied behavior analysis-based intervention, discrete trial teaching, was similar and increased with ongoing training. Professional and parental experiences were discussed in the context of policy and educational involvement. This study illustrates the need to support children with autism and to consider regional adaptations of evidence-based practice of behavior analysis for the affected population.

As more and more evidence accrues in support of family-centered approaches to disability services, parents' experiences raising children with disabilities is receiving increasing attention internationally. The literature on parents of children with disabilities, however--whether intellectual disability (ID) or other chronic health conditions (OCHC)--tends to focus on mothers as the primary research subject. To address the paucity of research focused on fathers' experiences of raising a child with disabilities, I surveyed over 4500 fathers of children with disabilities in Mainland China. The surveys focused on fathers' perceptions of their children, their perceptions of family functioning, and their perceptions of their own needs for emotional support. Results derived from statistical analyses of the data suggest that fathers tend to believe their children with ID are harder to raise than other children, and that they more often do things that irritate them and make them feel angry. Fathers of children with ID also tend to perceive their family functioning as somewhat problematic. Generally, these fathers are disinclined to seek emotional support from outside their families, although fathers from the majority Han population and fathers who have greater than high school education are more likely to seek support than are fathers from minority ethnic groups and fathers with lower educational background. Comparisons are made with fathers of children with OCHC. Implications of the findings are identified and lines of further research suggested.

Children with autism spectrum disorder (ASD) often lack symbolic play skills. Attribution of pretend properties (APP) is a type of symbolic play in which a child tacts pretend properties of an object (e.g., smelling a toy flower and saying, "It smells like a rose!"). Three Chinese boys (5-6 years of age) with ASD served as participants. A multiple-probe design across 5 objects was used to determine the effects of an intervention that involved having the child experience and tact sensory properties of real objects (e.g., rose). Corresponding test objects, including mock (e.g., a toy flower) and arbitrary objects (e.g., a stick), were used to evaluate whether tact responses for sensory properties were transferred. Results indicated that all 3 children emitted tacts of stimulus properties for test objects and maintained the skill for 7 to 10 weeks following the intervention. Two participants also tacted novel (nontarget) properties for test objects.

Technology-enhanced environments are increasingly used to enhance the interaction skills of children with autism spectrum disorder (ASD), yet little is known about how technology use influences interactions between educators and children. This article examined how educators engage with children with ASD in a technology-enhanced learning environment (LE). More precisely, the article investigated how educators verbally guide children with ASD during activities at four different technology-based workstations and how the children respond verbally and behaviorally to educators' guidance. Seven children with ASD and their educators participated in this exploratory study. Data consisted of video recordings collected during interactional situations in technology-enhanced LEs with multiple technologies in Finland and China. The recordings were analyzed by developing a coding scheme in order to capture the educators' verbal guidance and the children's verbal and behavioral responses. The study showed that the educators engaged with children with ASD differently at different workstations, and the technology used shaped the educators' verbal guidance and the children's verbal and behavioral responses. These differences in educators' verbal guidance and children's responses between the workstations showed how the design and features of technology-enhanced solutions affected interactions around their use. Thus, by using versatile technologies, it was possible to shape the interaction between educators and children during educational activities and to provide children with ASD a variety of opportunities to practice communication and interaction skills.

The purpose of this study was to evaluate the effects of intraverbal prompts on response diversity and novelty in intraverbals posed to children with autism spectrum disorder (ASD). The intraverbal prompts involving function, feature, and class (FFC) of an item were used in the training of three questions requiring multiple responses. Two Chinese boys with ASD (aged 5-6 years) served as participants. A multiple-probe across three behaviors design was employed. The results indicated that the intraverbal prompts effectively increased the number of divergent responses to all three questions. Novel responses emerged at a low level while generalization to similar questions was not observed following the training.

Little is known regarding the dynamic interactions between fathers and mothers in families of children with autism spectrum disorder (ASD) during the parenting process. This study used an actor-partner interdependence mediation (APIMeM) model to investigate the intrapersonal and interpersonal effects of emotion dysregulation and parenting stress on parenting behaviors among 211 pairs (total N = 422) of Chinese parents of children with ASD. The results indicated that for both fathers and mothers, there were significant indirect actor effects of parental emotion dysregulation on parents' own parenting behaviors through their own parenting stress. However, no significant direct or indirect partner effect was found in the analyses. These findings suggest that the emotional parenting dynamics occurred on the individual rather than the dyadic level in these families.

Effective strategies to address communication and behavior challenges are critical in early intervention programs. The purpose of this study was to investigate the effects of the Picture Exchange Communication System (PECS) on vocal mands and aggressive behavior displayed by a child with autism in China. One 4-year-old boy with autism participated in this study. The experimental design was a multiple baseline across three settings. The PECS intervention involved the first three phases described in the PECS manual. The results indicated that PECS effectively increased vocal mands and decreased aggressive behavior maintained by access to preferred items in all three settings. The results also suggested that vocal mands were potentially controlled by pictures in the PECS book. One week following the completion of the intervention, the child maintained the PECS exchanges at a high level with increased vocal mands. His aggressive behavior remained at almost zero occurrences. Results of this study have important implications to early intervention educators working with children with autism.

The purpose of this study was to evaluate the effects of an individual work system on student task engagement, prompts needed for task completion, and the accuracy in task completion for three students with ASD in a special education classroom in China. Three students with ASD (two girls and one boy, ages 8-9) participated in this study. A multiple-probe across participants design was used. The students independently practiced the tasks acquired during pre-experimental training in a 10 to 15-min independent work session each day. The work system was implemented for 18 days during school days until all three students maintained stable performance at a high level in their task engagement. Results indicated that task engagement was improved, teacher prompts required for task completion were reduced, and accuracy in task completion was increased for all three students, as a result of the introduction of the individual work system. Such improvements were maintained at least 1 week following the completion of the intervention.

Since the Declaration of Salamanca in 1994, many countries, including China, have been moving toward a more inclusive approach to schooling. This column discusses the history, status quo, and future directions of Chinese inclusive education. It also examines facilitators, barriers, and challenges in the development and implementation of Chinese inclusive education and provides corresponding recommendations.

The purpose of this study was to examine the effects of a peer-mediated LEGO® play intervention on improving social skills for children with ASD in an inclusive preschool in China. Three boys with ASD and 13 typically developing children participated in this study. A multiple-probe across participants design was used. The intervention consisted of LEGO® construction activities incorporated with peer-mediated strategies for one child with ASD and two typically developing peers. The intervention sessions were conducted two sessions per week with a total of 28-31 sessions for each participant. Results indicated that all three children with ASD increased their social initiations and responses following the completion of the intervention. Social validity was also obtained.

Inclusive education focuses on addressing marginalisation, segregation and exclusion within policy and practice. The purpose of this article is to use critical discourse analysis to examine how inclusion is represented in the education policy and professional documents of two countries, Australia and China. In particular, teacher professional standards from each country are examined to determine how an expectation of inclusive educational practice is promoted to teachers. The strengthening of international partnerships to further support the implementation of inclusive practices within both countries is also justified.

Early intervention services to young children with developmental delays in China have experienced significant growth since 1978, the beginning of the period of Reform and Opening. This article described the present situation of early intervention practices in mainland China, framed around the key components and guiding principles of Guralnick's Developmental Systems Approach (DSA). The overarching purpose of this to overview is to develop a nationwide, integrated, and coordinated early intervention system, one that will develop in spite of the diversity inherent in the current practices and the dominant tradition of professionals as authority around the country. Extensive evidence demonstrates that early intervention practices in China have addressed some of the guiding principles of DSA and made significant progress in developing some components of DSA. Nevertheless, there still remains a great deal of work to be done to bring China's practices for the care and intervention of families and children up to the quality standards of the DSA for early intervention. Implications within the Chinese context for incorporating the key elements of DSA with strong connections between research, policy, and practices to further develop and strengthen early intervention system are discussed.

An overview of Chinese rehabilitation policy, laws, services, educational practices, and the implications for rehabilitation counselor education in the United States are presented. China and the United States have different political systems and cultural backgrounds that demand different strategies for change; however, each is taking equally important steps to address the needs and rights of persons with disabilities. Building mutual understanding and respect among colleagues will provide the foundation for developing harmonious co-existence and beneficial collaboration between countries. The intention of this article is to share information that will facilitate deeper connections and further rehabilitation education endeavors.

The present study sought to understand the nature and level of foreign language (FL) anxiety among primary school students and the relationship between FL anxiety and FL achievement. Changes in FL anxiety across groups of three primary school years were also examined. A total of 631 (324 male, 307 female) primary school students aged 9–11 years completed the Foreign Language Classroom Anxiety Scale (FLCAS) that measured students' FL anxiety. Our participants' FL achievements as measured by low-stakes regular assessments and high-stakes formal examinations were also collected. On average, primary school students reported levels of FL anxiety comparable to those of adults observed in previous studies. Factor analysis on FLCAS generated four components of FL anxiety: communication apprehension, fear of negative evaluation, test anxiety and negative attitude towards classroom. Correlation analyses showed that students' FL anxiety was inversely correlated with their FL achievements. The correlation was stronger for formal examinations with higher stakes as compared to regular assessments with lower stakes. Finally, the correlation strengthened as a function of higher instructional level. Results are discussed in relation to previous research. Implications to FL education are also considered. [ABSTRACT FROM AUTHOR]

Research involving international research communities has been advocated in the field of behavior analysis (Dymond et al., 2000; Martin et al., 2016). The purpose of the present study was to report the status of behavioral research in mainland China, Hong Kong, and Taiwan, in terms of number of publications, types of research, and frequency of collaboration with international researchers. Fifteen behavioral journals were selected from the list by Cooper et al. (2020). These were searched by hand to find publications conducted in or authored by researchers from mainland China, Hong Kong, and Taiwan dating from each journal's inception to December 2021. The earliest publication we found appeared in 1980 in The Psychological Record. Over the following four decades (1980–1989; 1990–1999; 2000–2009; 2010–2021), the number of publications per decade increased dramatically and continues in recent years to rise. Publications include research reports, review papers, and conceptual articles, with the majority being basic research reports published in Behavioral Processes. Approximately half the publications involve collaboration with international researchers, mostly in North America. Implications for behavioral research, practice, and policy in mainland China, Hong Kong, and Taiwan are discussed. [ABSTRACT FROM AUTHOR]

In China, there is an increasing demand for preschool children with autism spectrum disorder (ASD) enrolled in general education to learn English vocabulary. The purpose of this study was to evaluate the effect of foreign mand training in English on the acquisition of mand responses, and the emergence of tact and listener responses for three Chinese‐speaking preschool children (boys; 4–5 years of age) with ASD. Echoic‐to‐mand training was implemented to teach mands in English. The study employed a concurrent multiple‐probe design across behaviors. The results of the study indicated that the training was effective in the acquisition of mand responses. Moreover, untaught tacts and listener responses for the same vocabulary emerged without explicit training. Implications for small‐group mand training in foreign language acquisition were discussed. [ABSTRACT FROM AUTHOR]

The objective of the current study was to assess how a LEGO intervention, implemented by a grandparent and a parent at home, affected social interactions for four children (two girls, two boys; ages 6–7 years) on the autism spectrum in China. A multiple probe design across four families was used. Grandparents and parents were trained to use effective teaching strategies in structured LEGO play activities to engage in interactions with their children. Results indicated that all four children’s spontaneous social initiations and responses were improved and maintained for at least 7 weeks following completion of the intervention. Increased social initiations and responses were generalized to family activities and free play at home. [ABSTRACT FROM AUTHOR]

Many children with autism spectrum disorder (ASD) do not have symbolic play skills. One type of symbolic play involves playing with imaginary objects, in which a child displays play actions without actual objects. The purpose of this study was to evaluate the effects of video modeling on the acquisition, maintenance, and generalization of playing with imaginary objects in young children with ASD. Three male Chinese children (aged 4–5 years) with ASD participated in this study. A multiple-probe across three behaviors design was used. The results indicated that video modeling was effective in establishing and maintaining target symbolic play behaviors for the three children. Generalization to untaught imaginary play activities occurred in all three children. [ABSTRACT FROM AUTHOR]

Many children with autism spectrum disorder do not have symbolic play skills. The purpose of this study was to evaluate the effects of a training procedure on the acquisition, maintenance, and generalization of object-substitution symbolic play in children with autism spectrum disorder. A single-case experimental design (multiple-probe across four behaviors) was used. One girl (5 years) and two boys (4–5 years) participated in this study. The training procedure involved withdrawing necessary items in play activities, supplying multiple substitutes, and providing hierarchical assistive prompts. Each child's symbolic play responses across baseline, intervention, and follow-up conditions were recorded and graphed. Data analysis involved visual inspection of graphs. The results indicated that the procedure effectively increased and maintained object-substitution symbolic play. Generalization to untaught play activities occurred in all children, and symbolic play increased in the free play setting for one child. Arranging play activities with missing items increased opportunities for children to engage in symbolic play. The training procedure can be used in clinical and educational settings as an initial step to establish and improve complex play behavior in children with autism spectrum disorder who lack such skills. Many children with autism spectrum disorder have inappropriate play behaviors and do not demonstrate symbolic play. Arranging play activities with missing items and systematic assistive prompts effectively increased object-substitution symbolic play. Generalization of symbolic play to untrained play activities occurred after the intervention. [ABSTRACT FROM AUTHOR]

This study evaluated the effects of using preferred activities with peer support on the social interactions of preschoolers with autism spectrum disorder (ASD) and their typically developing peers. Two preschool-age children with ASD and six peers in an inclusive classroom participated in this study. A multiple-probe single case experimental design across three peers was employed. Results indicated that the participants' social initiations and responses, as well as the percentage of time engaged in social play, increased following the preferred activity. Gains were also demonstrated across social interactions and time engaged in the preferred activity plus peer support condition. Increases in social interaction behaviors in typically developing peers were also observed, and positive intervention gains were maintained during 5-week follow-up sessions. Implications for research and practice for improving interaction between children with and without ASD in inclusive preschool settings are discussed. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to evaluate the effectiveness of a video modeling (VM) procedure at teaching three staff members who were working with children with autism spectrum disorder (ASD) to implement a token economy, use an error correction procedure, and conduct a multiple stimulus without replacement preference assessment. The study was conducted at a summer camp for children with ASD located on a university campus and at a school for students with special needs in mainland China. All participants successfully generalized instructional skills learned during the VM intervention to sessions with children with ASD. Maintenance of instructional skills was also seen during follow‐up. These results indicate VM to be an economical and effective approach to training staff to implement various behavioral strategies. Moreover, the validity of VM as an effective intervention for staff training is increased by inclusion of blind ratings by five Board Certified Behavior Analysts. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to evaluate the effects of cognitive behavior therapy incorporated with multiple exemplar instruction on the acquisition and maintenance of five emotional skills by children with autism spectrum disorder (ASD). The experimental design was multiple-probe across five behaviors: emotion recognition, emotion recognition in context, emotion expression, seeking help, and emotion regulation. The study was conducted in a general education elementary school in China with three Chinese children (2 girls and 1 boy, aged 7–8 years) serving as participants. Results indicated that the instruction effectively increased correct responses to all five emotional skills for all three children. The acquired skills were maintained at a high level for 2 months following the completion of instruction but some skills later decreased to a slightly lower level. [ABSTRACT FROM AUTHOR]

Effective strategies to address academic performance are critical to students with disabilities in inclusive settings. The purpose of this study was to investigate the effectiveness of using gesture-based instruction via Leap Motion-aided virtual reality (VR) technology to teach matching skills to school-aged students with autism spectrum disorder (ASD) in China. Three participants with ASD from general education schools participated in this study. A multiple probe design across participants was used. The results indicated that all participants acquired the target match-to-sample skills and maintained the acquired skills at a high level for up to 12 weeks. Results of this study provide important implications to special education and general education teachers working with students with ASD. [ABSTRACT FROM AUTHOR]

Methyl Chloride (CH 3 Cl) is the largest source of stratospheric chlorine, which has a significant impact on the depletion of the stratospheric ozone layer. Detailed information on anthropogenic CH 3 Cl emissions in China is still lacking. This study establishes a comprehensive bottom-up inventory of anthropogenic CH 3 Cl emissions in China during 2000–2020. Results show that China's anthropogenic CH 3 Cl emissions have increased significantly, from 34.1 ± 11.6 Gg/yr (gigagrams per year) in 2000 to 128.5 ± 26.5 Gg/yr in 2018 with a slight decrease to 124.9 ± 26.0 Gg/yr in 2020. The main sources of anthropogenic emissions of CH 3 Cl in China are chemical production (37.1%), solvent use (35.4%), and coal combustion (13.6%) in 2020. China's contribution to global anthropogenic emissions of CH 3 Cl reached almost 50%. Moreover, the ratios of CH 3 Cl CFC-11-eq emissions relative to emissions of ozone-depleting substances (ODSs) controlled under the Montreal Protocol in China have increased from 0.8% in 2000 to 11.6% in 2020 and are estimated to continue increasing in the future. In summary, China's anthropogenic CH 3 Cl emissions have shown an increasing trend in the past two decades, made a huge contribution to the total global anthropogenic emissions, and presented a potential increasing impact on the depletion of the ozone layer and global warming. [Display omitted] • A bottom-up anthropogenic emission inventory of CH 3 Cl is established. • China's anthropogenic CH 3 Cl emissions increased rapidly during 2000–2020. • Chemical production and solvent use are the main CH 3 Cl emission sources in China. • The contribution of China's anthropogenic CH 3 Cl emissions is non-ignorable. [ABSTRACT FROM AUTHOR]

This qualitative inquiry focused on the perceptions that Chinese families of children with developmental disabilities have pertaining to their needs. Data were collected through focus group discussions and in-depth interviews; transcript analysis relied on the constant comparative method. We identified seven categories of needs, subsumed under the following three thematic areas: survival needs, sufficiency needs, and enhancement needs. Survival needs refer to maintaining basic family existence and include (1) financial needs and (2) physical health needs. Sufficiency needs refer to families' needs for social inclusion, educational support, and relationships with others, and include the categories of (3) higher quality education and therapy for the child; (4) home-based education and information for parents; and (5) social inclusion for both parents and the child. Finally, the third theme relates to enhancement needs, defined as families' needs to realize family growth and development for a better family life; this includes the categories of (6) emotional health and (7) future planning. The authors found sufficiency needs were more child focused among respondents and that survival and enhancement needs for families in this study were directly linked to the whole family unit in promoting the family's overall functioning. The dynamic nature of needs suggests that more than one need may motivate families' desires for enhanced family quality of life. [ABSTRACT FROM AUTHOR]

This study explored primary school students' foreign language (FL) motivation (expectancy-value) and its relationship with their FL achievement. In total, 631 Chinese primary school pupils (324 boys, 307 girls) aged between 9 and 12 years completed a questionnaire to report on their FL motivation (expectancy-value), and their teachers provided measures of their FL achievement in school. Students differentiated between expectancy and value components of motivation, and overall higher reports of value were found. While girls reported higher levels of FL motivation (particularly value), declines in students' FL motivation (expectancy and value) were found with increasing age. Results from regression analyses illustrated that both the expectancy and value components of motivation were significant independent predictors of students' FL achievement, accounting for approximately 40% of the variance. However, expectancy emerged as the stronger predictor across all ages and for both boys and girls. In light of these findings, pedagogical strategies such as shifting the emphasis from competitive to cooperative FL learning activities or providing students with more choice and autonomy over their FL activities can be adopted to enhance primary school students' FL motivation. [ABSTRACT FROM AUTHOR]

China has shut down and abandoned a substantial number of coal mines since 1999, which have been releasing methane (CH 4) for many years. However, the characteristics of China's abandoned mine methane (AMM) emissions are still unclear; this is a concerning knowledge gap because coal mines are the largest contributor to China's anthropogenic CH 4 emissions. This study used two methods to estimate China's historical AMM emissions over the past 40 years (1980–2020) and to project its AMM emissions to 2060 which is the target year for China's carbon neutrality goal. The results show that China's AMM emissions increased substantially from 0.11 ± 0.03 million tons per year (Mt/yr) (3.1 ± 0.84 Mt/yr CO 2 -eq) in 1980 to 4.7 ± 0.94 Mt/yr (131 ± 26 Mt/yr CO 2 -eq) in 2020. An accelerated growth rate was found during 1998 – 2005, with AMM emissions rapidly increasing by approximately three times, which was consistent with the high number of mine shutdowns. In 2019, we found that AMM emissions had become the fourth largest anthropogenic source in China, higher than the national anthropogenic CH 4 emissions of individual United Nations Framework Convention on Climate Change Annex I countries excluding the United States of America and the Russian Federation. If unabated, China's AMM emissions are projected to peak at 8.7 ± 2.6 Mt/yr in 2040 and reach approximately one-third of China's anthropogenic carbon dioxide emissions in 2060. This study reveals that understanding AMM emissions can help more accurately quantify China's total CH 4 emissions and guide their future mitigation. • Methane emissions from China's abandoned coal mines from 1980 to 2020 were calculated. • During 1980–2020, there were substantial AMM emissions in China. • AMM emissions have become the fourth largest anthropogenic source of methane. • China's AMM emissions are equivalent to one-third of the China's CO 2 emissions in 2060, under a carbon-neutral scenario. [ABSTRACT FROM AUTHOR]