The role of self-reflective practice of autistic students on their behaviour in the classroom

Jagdeo-Bailey, M. (2025) The role of self-reflective practice of autistic students on their behaviour in the classroom. EdD thesis, University of Reading. doi: 10.48683/1926.00128074

Abstract/Summary

Recent data shows an increasing number of exclusions and suspensions of autistic students from mainstream schools with the key issue highlighted as persistent disruptive behaviour. The aim of this study is to support autistic students, who are at risk of exclusion or suspension or exhibit high levels disruptive behaviour, develop self-reflective skills, become more self-aware of their behaviour and manage it in the classroom. This study will fill a gap in research, where there is rarity of studies exploring the self-reflections of autistic students. This is due to key research purporting to autistic individuals’ lack of the perception of others, known as ‘Theory of Mind’ (Baron-Cohen, 1990, 1991, 2000; Decety, 2010; Rameson et al., 2012), and awareness of self (Attwood, 2006; Volkmar 2011). However, research also indicates the capacity for the development of theory of mind and reflection like Kliman, (2011, 2018) whose research was based on ‘Reflective Network Theory’ and Brosnan (2017, 2017) who suggested that decision making based on Process 2 is reflective contemplative cognition, logical and deliberate, citing that autistic individuals have greater logical reasoning (Brosnan, 2016, 2017). The current study used a qualitative approach to address the phenomenon of behaviour, employing a comprehensive reflective checklist as outlined by Plack et al., (2005) to identify the types of reflections. Five autistic participants from a mainstream school contributed their lived experiences over one school term, through training sessions and the aid of reflective logs. The key themes emerging using Interpretative Phenomenological Analysis as outlined by Smith et al, (2021), revealed participants’ both acknowledgement and reflection of their disruptive behaviour, awareness of the impact of friendship and interactions with teachers on their behaviour, reflect on the impact of their behaviour on others, as well as the impact and importance of the training sessions on their behaviour. However, students self-managing fully disruptive behaviour, which can lead to exclusion or suspension, was not fully realised in the timeframe of the study. Though the findings cannot be generalised from such small sample, the significance of the findings suggests that self-awareness of behaviour through self-reflective practice can be taught although it requires time to develop. The study offers an effective first step to adapt behaviour management practices around support for autistic students’ self-awareness skills. A key recommendation is to introduce a whole-school adaptation to the current methods and practices associated with the delivery of the Zones of Regulation (Kuypers, 2011, 2013, 2023) to better assist autistic students in behaviour management.

Item Type	Thesis (EdD)
URI	https://centaur.reading.ac.uk/id/eprint/128074
Identification Number/DOI	10.48683/1926.00128074
Divisions	Arts, Humanities and Social Science > Institute of Education
Date on Title Page	November 2024
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