Managing peculiar psychosocial behaviors of learners With autism: parents and teachers’ experiences in Selected special units of Lusaka.
Date
2019
Authors
Macha, Victor
Journal Title
Journal ISSN
Volume Title
Publisher
University of Zambia
Abstract
This was a study of parents and teachers’ experiences in managing peculiar psychosocial behaviors of
learners with autism in two selected special units of Lusaka. The objectives of the study were to:
determine the nature of peculiar psychosocial behaviors in learners with autism; establish the parents’
experiences in managing peculiar psychosocial behaviors in learners with autism; and to find out
about teachers’ experiences in managing peculiar psychosocial behaviors of learners with autism. A
qualitative research design based on a holistic multiple case study was used to collect data. The
sample size comprised eighteen (18) participants consisting of six (6) Special Education Teachers; six
(6) parents and six (6) learners with autism. All participants were selected through purposive sampling
technique. The instruments used for data collection were interview guide for parents and teachers and
an observation check-list for learners with autism. Data was analyzed according to themes that were
guided by the objectives of the study. The study revealed that parents had challenging experiences of
anxiety and stress derived from reduced free time; sleepless nights, controlled movements and
socialization; self-blame; marital challenges and economic pressure in managing peculiar
psychosocial behaviors of autism. On the other hand, the study found out that parents employ certain
management strategies on autism behaviors. These include being vigilant with security and safety of a
child; acceptance; provision of most favorite toys, food stuffs and television programs; tolerance;
patience; kindness, spiritual and friends support and showing unconditional love in fulfilling the
child’s needs. The study further revealed that teachers like parents had numerous experiences in
managing peculiar psychosocial behaviors of learners with autism. The experiences were both positive
and negative. Positive in the sense that some teachers saw it as an exciting and an opportunity to learn
to appreciate a variety of presented unique behaviors by learners with autism. To some teachers it was
a phase of experiencing stressful moments due to ever busy school schedules; risk factors involved of
losing a child and personal safety; self-injuries by the child and classmates; litigations; and stagnant
learning process. The study also found out that among the measures teachers employed to manage
peculiar psychosocial behaviors included always being security conscious; furthering own knowledge
and skills training about autism; modified instructional strategies; using both negative and positive
reinforcements; collaboration with parents, teamwork, tolerance; patience; acceptance, peer to peer
support, respect for a child’s choice and interest and practicing unconditional positive regard.
Recommendation for the current study is that there is need for a supportive learning environment to
curb inattentiveness and disruptive behaviors common among learners with ASD due to boredom
created by traditional approaches to learning. Parents need to go through well-arranged psychosocial
counselling, training and economic support to minimize on the negative impact of raising a child with
ASD. There is need for a school policy which allows facilitators within class to help teachers so that
the stressful task of managing the psychosocial peculiar behaviors of learners with autism can be
lightened on teachers. Teachers equally need to go through quality assurance training and mentorship
refresher courses to equip them with more viable knowledge and skills of managing peculiar
psychosocial behaviors of autism.
Key Words: Parents’ experiences; Teachers’ experiences; Management Strategies; Peculiar;
Psychosocial behaviors; Autism Spectrum Disorders; Special Unit
Description
Keywords
Autism in children.