BEHAVIOURAL STRENGTHS OF AUTISTIC STUDENTS THAT SUPPORT EFFECTIVE TEACHING AND LEARNING: A SCOPING REVIEW AND BIBLIOMETRIC ANALYSIS

Abstract

Autistic students demonstrate distinctive behavioural strengths that can significantly enhance learning experiences when effectively recognised and utilised. However, research has historically focused more on deficits than on strengths-based approaches. This study combines a scoping review and bibliometric analysis to synthesise recent evidence, identify research trends and highlight key behavioural strengths of primary school-age autistic students. Peer-reviewed studies published between January 2022 and August 2025 were retrieved from major scholarly databases. Bibliometric indicators such as publication counts, citation patterns, country productivity, were analysed to map the research landscape. A total of 41 studies met the inclusion criteria. Bibliometric analysis revealed a steady increase in publications, with a peak in 2024. The United States, China and the United Kingdom were the leading contributors. This scoping review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). The findings identified recurring strengths, including exceptional pattern recognition, attention to detail, sustained focus, visual learning preference, and adherence to structured routines. These strengths were integrated into instructional practices such as differentiated instruction, visual aids, peer-mediated activities and technology-supported learning in both inclusive and special education classrooms. The findings support a shift towards strengths-based approaches for children with autism. Leveraging behavioural strengths can promote academic achievement, improve social interaction and foster adaptive skills. This integrated methodological approach provides a comprehensive resource for educators, policymakers and researchers to develop evidence-based, student-centred instructional strategies.