A Case Study On The Analysis And Intervention Program Of Language Communication Skills About Highly Functional Autistic Children

Autistic children education is increasingly influenced by social concerns, but their language communication skills directly impact the effectiveness of their communication with society, as well as their abilities of comprehension and expression, which draw great attention from both parents and teachers, it becomes a urging issue on how to train autistic children's language communication skills. This study attempts, through the parents and teachers working together, to train autism's verbal communications. Parents and teachers are getting self-growth in the training process. Parents and teachers are motivated to participate in implementing this study. School and home education are combined to conduct the language communication training, using situational teaching method to intervene a highly functional autistic child. Through comparing the results, interviews and trainings and data analysis, etc., this study evaluates the implementation of the plan and discusses the effects and implications of this teaching method and strategy for conducting language communication training for the autistic children.According to the ecological environment theory as a basis, through the language system, language acquisition mode perspective on autistic children language communication skills for analysis, finds autistic children language communication skills deficiencies; combined with domestic and international information, adjust the language assessment table; according to the order of children's language development and characteristics, basic statistics on individual cases, as well as educational programs and language communication capabilities, features, interviews with parents and teachers learn about life experience of the case, design language training program; use of situational strategies enforcement training; Reference on the pragmatic behaviors AC table assessment cases verbal tendency, speech acts .Results indicate that: (1) situational teaching strategy improve highly functional with autism verbal communication skills, make cases actively in various scenarios intercommunion; (2) situational teaching strategies speed up the highly functional autistic children's language communication skills of internalization effect, so that case can better understand the external information, express his needs; (3) family and school education combined remains highly functional autistic children's language communication skills retention effect, the case will study very good performance, and can be freely expressed in life, help to reduce behaviors problem; (4) parents have represented a positive attitude to the research design, and have represented learning to teaching strategies, both parents expressed their willingness to continue to use the family and school education combined training cases of verbal communication skills.