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Gepubliceerd in: Journal of Autism and Developmental Disorders 1/2024

31-10-2022 | Original Paper

Educators Describe the “Best Things” About Students with Autism at School

Auteurs: Pat Mirenda, Anat Zaidman-Zait, Katherine Tombeau Cost, Isabel M. Smith, Lonnie Zwaigenbaum, Eric Duku, Connor Kerns, Stelios Georgiades, Tracy Vaillancourt, Mayada Elsabbagh, Teresa Bennett, Peter Szatmari

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 1/2024

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Abstract

This study examined educators’ descriptions of the positive character traits of students with autism spectrum disorder at ages 7–8 and 10–11, using an adapted version of the Values in Action (VIA) Classification of Strengths. The most commonly endorsed strengths at both age intervals were kindness, specific skills, self-regulation, and perseverance. Higher scores for challenging behavior were associated with a lower likelihood of endorsement for Happiness and Courage traits. Higher autism symptom severity scores were associated with a lower likelihood of endorsement for Courage traits. Few significant differences were found for endorsement of trait categories by students’ educational placement or the type of curriculum they received. Results may have implications for student-teacher relationships, educational assessments, and school-based interventions that emphasize strengths and resilience.
Voetnoten
1
We acknowledge recent recommendations by autistic adults and their allies that encourage autism researchers to adopt identity-first language (e.g., autistic child/student; Bottema-Beutel et al., 2020). However, in this manuscript, we use person-first language (child/student with autism) in line with current APA Publication Guide conventions.
 
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Metagegevens
Titel
Educators Describe the “Best Things” About Students with Autism at School
Auteurs
Pat Mirenda
Anat Zaidman-Zait
Katherine Tombeau Cost
Isabel M. Smith
Lonnie Zwaigenbaum
Eric Duku
Connor Kerns
Stelios Georgiades
Tracy Vaillancourt
Mayada Elsabbagh
Teresa Bennett
Peter Szatmari
Publicatiedatum
31-10-2022
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 1/2024
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-022-05761-2

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