| In recent years,the incidence of autism continues to rise in the global scope.Social communication ability as the core defect disorder of children with autism,mainly reflected in lacking of emotional exchanges and sharing,awareness of self and the emotions of others,and difficult to control their negative emotions.With the inclusive education in China continues to advance,the school-age children with autism will face a greater social field.The development of their emotional ability will affect their ability to adapt to the new environment.Cognitive behavioral therapy(CBT)can change or correct bad behavior through cognitive restructuring.It has the advantage that other methods can not be replaced,and can bring a lot of convenience to teaching.The purpose of this study is to investigate the effect of cognitive behavior teaching on the emotional competence of school aged children with autism.The study used a single trial design of the experimental design of multiple baseline cross subjects,and three groups of a total of 8 preschool children with autism as the research object.The results of the study were analyzed by quantitative research methods and visual analysis,and the social validity of the study was investigated by questionnaire survey and interviews with parents and teachers.The results show:1.The cognitive behavior teaching to improve the development of emotional ability of school-age children with autism has immediate effects.2.The cognitive behavior teaching to improve the development of emotional ability of school-age children with autism has maintenance effects.3.The cognitive behavior teaching has a good social validity in the intervention of emotional ability of school-age children with autism.In addition,the factors affecting that teaching effect of emotion on cognitive behavior teaching and the corresponding adjustment measures are analyzed and discussed.Some suggestions are put forward for teaching and research in the future. |
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