Presenter(s)

• Ashley Sexton
• Kai Zhuang Shum, Assistant Professor, University of Tennessee Knoxville
• Paris Harrington, Student, University of Tennessee

Abstract

School psychologists play a vital role in promoting students' social-emotional functioning through evidence-based practices. Positive psychology interventions (PPIs) are a promising approach shown to enhance well-being, evoke positive emotions, foster social connections, and reduce symptoms of anxiety and depression. Despite the growing evidence supporting PPIs, limited research exists on their application within the autism community, where comorbid mental health conditions such as anxiety and depression are common. This study introduces Positive Pathways for Autism (PPA), an 8-session positive psychology intervention designed to support autistic students in improving their well-being, relationships, academic engagement, sense of purpose, and ability to manage mental health symptoms. The poster presents the development, implementation, and preliminary outcomes of the PPA intervention delivered to five students in a Southeastern postsecondary autism support program during Spring 2024. Quantitative data were gathered through pre- and post-intervention surveys measuring life satisfaction, emotional experiences, flourishing, self-esteem, academic engagement, anxiety, and depression, and analyzed using paired samples t-tests. Qualitative insights from post-intervention interviews were analyzed using a constant comparative method to assess perceived impact and program relevance. Findings offer preliminary evidence of the intervention’s efficacy and acceptability and highlight implications for future research and school-based practices supporting autistic students.