A Study On The Impact Of Classroom Disturbance Behavior By Social Story Teaching For Students With Autism

After students with autism entering school, whether ordinary or special institutionssuch as attending school, will accept collective education classes, and then the various traitsof autism disorder itself, as stubborn, weak communication skills, language poor capacitylimitations in the classroom so that they will be faced with the challenges of the school, butalso produce a variety of disruptive behavior, causing teachers, parents and students indistress. Therefore, when we focus on children with autism, behavioral disturbances as theirclassroom behavior problems should get a big aspect of high importance, researchers shouldstrive to find effective ways to improve the behavioral problems, and even completelyeliminated, so that they get better development and education. Researchers in the study wereanalyzed previous post, around the classroom behavior of non-interference high-functioningautistic children, the use of social stories teaching experiments carried out over twomonths.The experiment was taken ABAB single-subject research model of a baseline, twoand a maintenance phase of intervention. In the experiment, the researchers identified a totalof two intervention groups, namely single group and collective group to examine whethersocial stories for teaching collective group teaching and whether a single group has a positiveimpact. The study of behavioral interventions include three behavior of the collectivegroup:go away of the seat, crouched on a chair and take something without permission, andthe behavior of the single group: attack other people. Then prepared two versions of thesocial story for the behavior of these two groups, and finally teaching them.After the researchers analyzed all the experiments related to the qualitative data andquantitative data, and ultimately reached the following conclusions:â‘ social stories for classroom disruptive behavior in high-functioning autistic student has a positive effect;â‘¡Positive effectiveness is not obvious when Social Stories teaching for children with autism incollective groupâ‘¢social story has obvious positive results for individual teaching autisticchildren;â‘£social stories teacher itself has a certain conditions stimulation fo students.