The Research On Delay Of Gratification Of Students With Intellectual Disabilities In Special Education School And Its Relationship With Peer Acceptance

Delay of gratification is the ability of an individual to keep his desires under restraint and delay gratification of a pleasure for obtaining the greatest satisfaction or getting satisfied by the greatest way. As the key composition of self control and self regulation, delay of gratification is an important guarantee of individual physical health and mental health. Student with intellectual disability is one of the main object of special education, so it's helpful for teachers to carry out self-control training by understanding the state of delay of gratification of this group. This study aims to analyze the conditions of delay of gratification of students with intellectual disabilities and their influencing factors, reveal the relationship between delay of gratification and peer acceptance and enrich the research results at home and abroad.The research is divided into two parts. There are two experiments in the first part, which find out the wait time of external-imposed delay of gratification (EID) and self-imposed delay of gratification (SID) of 47 students with intellectual disabilities in the lower grades, then discuss some factors which impact delay of gratification. The second part of the study conducts on the basis of the first part, which has a grasp of situation of self-control, problem behavior and peer acceptance of students with intellectual disabilities through questionnaires and interviews, analyze the relationship among delay of gratification, self-control, problem behavior and peer acceptance. Some important conclusions are as follows:(1) 43 students with intellectual disabilities complete the delay task in EID experiment, accounting for 91.49% of the total number measured. The average wait time for students is close to 2 minutes, three delay strategies are used during the waiting process which are speech strategy, self-comfort behavior strategy and positive behavior strategy, and positive behavior strategy is the most frequently used. The development of EID of students with intellectual disabilities from second to fourth grade is equivalent to the stage of 2-3 years old for normal children, which lags behind their actual ages.(2) 27 students with intellectual disabilities complete the delay task in SID experiment, the pass rate is 57.45%. The average wait time for students is close to 715 seconds. Four delay strategies are used during the waiting process which are speech strategy, self-comfort behavior, negative behavior and positive behavior strategy. Among these, positive behavior strategy is the most frequently used and negative strategy is used least. The development of SID of students with intellectual disabilities from second to fourth grade is equivalent to the stage of 4-5 years old for normal children, which lags behind their actual ages.(3) Gender and grade have no significant influence on EID and SID of students with intellectual disabilities; intellectual development has significant influence on EID of students with intellectual disabilities, the effect on SID is close to significant; instruction comprehension has extremely significant influence on the wait time of EID and SID. The students with intellectual disabilities who have better capacity on language comprehension can wait longer. Fewer students who have better capacity on language comprehension use self-comfort behavior strategy with lower frequency in the EID experiment when the rewards objects are presented. More students who have better capacity on language comprehension use positive behavior strategy with higher frequency in the SID experiment when the rewards objects are presented. The presentation ways of reward have no significant influence on the wait time of EID whereas have extremely significant influence on the wait time of SID. In the SID experiment, students with intellectual disabilities wait longer and fewer ones use self-comfort strategy with lower frequency when the rewards are presented.(4) EID is significantly correlated with SID. Delay of gratification, especially EID, has a close relationship with self-control. No relationship between delay of gratification and peer acceptance of students with intellectual disabilities is observed, the research will need to be further developed.