A Study On The Effect Of Peer Interactionability Of Children With Autism

Autism belongs to one kind of pervasive developmental disorders, specifically in three areas, namely social interaction defect, communication disorders and repetitive behaviors stereotype. These features does great harm to children their own development, But social interaction is the core defect disorder of autistic children and peer interaction disorders of autistic children is the core issue of social disorder.Low peer interaction ability is the key problem in autic children’s social obstacles.The low Peer interaction ability had a great negative effect on their psychological development and the language development.Teaching children with autism peer interaction skills and enhancing the ability to peer interaction become a problem urgently to be solved. This study aims to improve the ability of children with autism and peer interaction through the social story and the related auxiliary teaching strategies. Based on the results, this paper discusses probing into effect. Combining with the problems of autistic children education, the researcher will puts forward related Suggestions.There are many methods of rehabilitation training for children with autism,among of them,the social story is more widely used and achieved certain results in the world.By making the social story,the researcher guides the children with autism to develop appropriate companion skills and improve the ability of peer interaction in created and real peer interaction of situations.In this study,the entire experiment were performed in "Hangzhou Health Experiment school" Two autistic children at similar age were selected as research subjects with a single multi-baseline experimental design, namely A (baseline)-B (intervention period one)-A (maintenance phase)-B(intervention period. According to the common defects of their social interaction, training programs of social stories were designed, including "saying hello""saying thank you""saying I’m sorry" and "asking for help". After fourty days of training of social story interventions, by observing data processing and researcher’changes before and after the study the researcher draw three conclusion:(1) Social stories can effectively improve the autistic children’s ablity of using"saying hello" "saying thank you" "saying I’m sorry" and "asking for help" (2) The effect of social story intervention can maintain and generalize. maintaining and generalying effect on behavior behaviors are different.(3) Effective factors affecting the ability of the autistic children who are intervented by social stories include both positive and negative factors. Positive factors include the characteristics of the subjects,target behavior and the social story combined with other teaching strategies. Negative factors include the autistic children’s cognitive characteristics, lacking of peer interaction and lacking of social situations of target behavior appearing.