How character strengths of autistic learners aid primary school educators in the class: An exploratory study

Abstract

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 preintervention -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 noncompliant 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.