How character strengths of autistic learners aid primary school educators in the class: An exploratory study
Background: Autism spectrum disorder is one of the most common disabilities in schools, with up to 50% of such children displaying behaviours that challenge, bringing about demanding teaching circumstances and a negative impact on educators’ well-being. Strength-based interventions has not formally...
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| Format: | Article |
| Language: | English |
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AOSIS
2023-10-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/1311 |
| _version_ | 1827774855738556416 |
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| author | Chantel Snyman Chrizanne Van Eeden Marita Heyns |
| author_facet | Chantel Snyman Chrizanne Van Eeden Marita Heyns |
| author_sort | Chantel Snyman |
| collection | DOAJ |
| description | Background: Autism spectrum disorder is one of the most common disabilities in schools, with up to 50% of such children displaying behaviours that challenge, bringing about demanding teaching circumstances and a negative impact on educators’ well-being. Strength-based interventions has not formally been used in autistic classrooms in South Africa and research regarding the topic is limited.
Aim: To determine the effect of a strength-based intervention on educators’ perception of their own well-being, self-efficacy and the behaviour of autistic learners in their class.
Setting: This study was carried out in one autism-specific school in Nelson Mandela Bay of South Africa that met the specific inclusion criteria.
Methods: This exploratory study used a pre-experimental group design with three pre-intervention -post-intervention outcome measures to determine the effect of an intervention to support educators. The researcher presented a one-day training programme on a 6-week character strength intervention to use and implement in the autistic classroom.
Results: A few statistically significant changes were found of learners’ behaviours that challenged, but none for educators’ well-being and self-efficacy. Verbal aggression significantly decreased both in frequency and severity. Behaviours that declined significantly in severity were physical aggression, disruption, destruction and manipulative, deceitful or non-compliant behaviour.
Conclusion: The research showed educators’ stronger focus on strengths made a difference in learners’ behaviour that challenge. The exploratory study shows some positive results, which indicate a larger study can be undertaken with some changes.
Contribution: The outcomes contribute to the character strengths and positive education theoretical frameworks and can be relevant to support autistic learners’ behaviours. |
| first_indexed | 2024-03-11T13:44:41Z |
| format | Article |
| id | doaj.art-d84b6e6f071e481f9ae4c3768ecd0c30 |
| institution | Directory Open Access Journal |
| issn | 2223-7674 2223-7682 |
| language | English |
| last_indexed | 2024-03-11T13:44:41Z |
| publishDate | 2023-10-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Childhood Education |
| spelling | doaj.art-d84b6e6f071e481f9ae4c3768ecd0c302023-11-02T11:04:13ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822023-10-01131e1e1210.4102/sajce.v13i1.1311536How character strengths of autistic learners aid primary school educators in the class: An exploratory studyChantel Snyman0Chrizanne Van Eeden1Marita Heyns2Optentia Research Unit, North-West University, VanderbijlparkOptentia Research Unit, North-West University, VanderbijlparkOptentia Research Unit, North-West University, Vaal TriangleBackground: Autism spectrum disorder is one of the most common disabilities in schools, with up to 50% of such children displaying behaviours that challenge, bringing about demanding teaching circumstances and a negative impact on educators’ well-being. Strength-based interventions has not formally been used in autistic classrooms in South Africa and research regarding the topic is limited. Aim: To determine the effect of a strength-based intervention on educators’ perception of their own well-being, self-efficacy and the behaviour of autistic learners in their class. Setting: This study was carried out in one autism-specific school in Nelson Mandela Bay of South Africa that met the specific inclusion criteria. Methods: This exploratory study used a pre-experimental group design with three pre-intervention -post-intervention outcome measures to determine the effect of an intervention to support educators. The researcher presented a one-day training programme on a 6-week character strength intervention to use and implement in the autistic classroom. Results: A few statistically significant changes were found of learners’ behaviours that challenged, but none for educators’ well-being and self-efficacy. Verbal aggression significantly decreased both in frequency and severity. Behaviours that declined significantly in severity were physical aggression, disruption, destruction and manipulative, deceitful or non-compliant behaviour. Conclusion: The research showed educators’ stronger focus on strengths made a difference in learners’ behaviour that challenge. The exploratory study shows some positive results, which indicate a larger study can be undertaken with some changes. Contribution: The outcomes contribute to the character strengths and positive education theoretical frameworks and can be relevant to support autistic learners’ behaviours.https://sajce.co.za/index.php/sajce/article/view/1311autism spectrum disorderbehaviour that challengecharacter strengthsdisabilitiesself-efficacyteachersteaching assistantswell-being |
| spellingShingle | Chantel Snyman Chrizanne Van Eeden Marita Heyns How character strengths of autistic learners aid primary school educators in the class: An exploratory study South African Journal of Childhood Education autism spectrum disorder behaviour that challenge character strengths disabilities self-efficacy teachers teaching assistants well-being |
| title | How character strengths of autistic learners aid primary school educators in the class: An exploratory study |
| title_full | How character strengths of autistic learners aid primary school educators in the class: An exploratory study |
| title_fullStr | How character strengths of autistic learners aid primary school educators in the class: An exploratory study |
| title_full_unstemmed | How character strengths of autistic learners aid primary school educators in the class: An exploratory study |
| title_short | How character strengths of autistic learners aid primary school educators in the class: An exploratory study |
| title_sort | how character strengths of autistic learners aid primary school educators in the class an exploratory study |
| topic | autism spectrum disorder behaviour that challenge character strengths disabilities self-efficacy teachers teaching assistants well-being |
| url | https://sajce.co.za/index.php/sajce/article/view/1311 |
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