This research report explores a study attempting to demonstrate the students on the Autism spectrum could learn to show empathic reactions via the provision of clear guidlines, demonstration and role modelling with the opportunity to practice responses in a safe environment
The project worked with a small group of students, exploring their existing attitudes to empathic reaction training, and working with them to deliver it. Both formative and summative assessments were used across the research to provide data, interactive theory lessons were delivered that aimed to teach certain empathic skills, and learners taking part were invited to comment on the perceived benefits or difficulties of taking part in the project.
This project concluded, based on the formative and summative assessment results, that the empathic reaction education had a positive impact on both the learners and staff members as hypothesised. An increase in the scores of the Cambridge Empathy Assessment was seen as indicative of learning having taken place. Qualitative interviews were believed to show a greater ability to verbalise their emotions and express themselves more clearly on a subject in a non-structured form.
emCETT