Adapting trust-based relational intervention for students with autism spectrum disorder: A systematic qualitative review
DOI:
https://doi.org/10.38140/ijsie.v2i2.2099Keywords:
Autism spectrum disorder, Inclusive education, Neurodiversity, Sensory regulation, Trauma-informed care, Trust-based relational interventionAbstract
This systematic qualitative literature review examines the adaptation of trust-based relational intervention in supporting and caring for students with Autism Spectrum Disorder in educational settings. Fifteen peer-reviewed studies were identified and investigated using Braun and Clarke's reflexive thematic analysis. Three interconnected themes emerged from the review: personalised corrective techniques based on emotional safety, sensory empowerment techniques to help regulate emotions, and relational connection strategies tailored for individuals with autism spectrum communication styles. These revealed a growing movement for trauma-informed relationship therapy for students with autism spectrum disorders and flexible, neurodiverse treatments beyond typical behavioural approaches. This synthesis highlights that students require compassionate learning environments that respect individual communication and sensory preferences. These learning settings further reflect cultural diversity, respectively. It is recommended that future studies examine the long-term benefits of adapting Trust-Based Relational Intervention by investigating culturally grounded applications in various settings with a greater understanding of teachers' lived experiences in implementing trauma-informed relational models. Ultimately, this study contributes to creating inclusive and fair environments where students with autism are recognised, valued, and supported.
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