Children With Autism Spectrum Disorders Case Studies Of Early Psychological Intervention

Autism Spectrum Disorder（ASD）is a group of pervasive developmentaldisorders characterized by social interaction barriers, speech and languagebarriers, narrow interests and abnormal behaviors. It is usually called asAutism. At present most regions of China installs the children with ASD inMentality Cultivation School together with Down syndrome, cerebral palsyand mental retardation. The communication barriers, Height irritability andanxiety levels tend to stress, and diverse behaviors of the children with ASDis likely to be harmful to the individual or others, which seriously do harm toothers’ study and lives to a great extent. Besides, it often disrupts the normalorder of teaching in different degree.This study persists in the "people principles" and "ecological principles",and under the guidance of these theories including special education, appliedbehavior analysis, structured teaching, visual support strategies, floor timeintervention in autism spectrum disorders and other theoretical dimension,and cooperates closely with the teachers and parents of children with ASD inMentality Cultivation School. The study puts the main obstacle of Childrenwith ASD in their ecological environment, and conducts the SyntheticIntervention which is mainly with application behavior, and supplemented byfloor time, structured teaching, visual support and other therapies.This study mainly uses literature, observation, interviews and casestudies, finds theoretical basis for the study and guidance through extensivelysearching existing research results at home and abroad about autism spectrumdisorders and their intervention and treatment. Besides, the study selects achild with ASD of preschool in Mentality Cultivation School in Tianjin, andnotes the other three children with ASD in the same class during theintervention, which is preparing for carrying out further research. Through interviewing with the teachers and parents of the child, the study obtains hismajor obstacle to behavior and their specific performance in school andfamily life, as well as their influence to his learning, living and Development.Besides, the study determins the key issues, that is the priorities firstlyneeds to intervene and the target specific interventions. The study upholds theprinciples of ecology, and takes the structured, visual support of theenvironment created for the case as a basic starting point, together with thepositive behavior support, visual support, floor time and other interventionsorganic integration of the behavioral analysis theoretical system. The studyuses the collective rehabilitation intervention, combining with individualtraining interventions, and intervened the case for six months. During thewhole intervention, the study focuses on the guidance that keeps track ofintervention theories and methods to the case of the parents, in order to ensurethat the family intervention coordinate with school-based intervention, so itcan continue and keep the school intervention effect. Ultimately the studyachieved significant intervention effects, effectively dissipated the problemsbehaviors of children with ASD, and improves their social interaction,emotional and verbal aspects. Besides, the study grasps the emotionalexpression and establishes with human conscious way to communicateproperly, resulting in active exchanges motivation and behavior. At the sametime, as an intervention by the major players, teachers’ professional level andpsychological interventions adopted has been greatly improved in the practiceof long-term cooperation.Finally, this study further analyzes the structured environment based onthe theory of structured teaching and visual support strategies. The study alsoanalyzes the comprehensive intervention effect that gets organic integrationbased on positive behavior support, autism spectrum disorders such as floortime therapy intervention in behavior analysis. The study explores the impactof intervention and progress factor. And proposes some suggestion about earlyintensive intervention and treatment of children with ASD, for example, inschool integration aspect is to establish a full-time ASD intervention teachers, emphasis on the assisted intervention role of the campus environment. And inparents’ intervention aspect, the study stresses the importance and feasibilityof parental involvement in intervention, explains parents intervention content,guidance forms and methods. At last, the study expounds we should widelypublicize the knowledge of children with ASD from the perspective of socialintervention, and enhances the emotional identity to the ASD and so on.