A Case Study Of Individual Emotion Identification Teaching Intervention In Children With Autism

From the point of view of children emotional development,preschool children are the important stages of the rapid development of social emotion.Children emotional ability to identify is the core foundation of their social function,companion,school adaptation and academic achievement.The main goal of emotional development is to complete the emotional identification and expression,emotional regulation,and problem solving.A single emotional identification is the ability of ordinary children at two years old.The development of single emotion identification of children with autism is the basis of emotional development,and the teaching strategy of single emotion recognition is very important.In the current education intervention of children with autism,Discrete Trial Teaching has achieved better teaching effectiveness.Discrete Trial Teaching includes the prompts,the post-independence,the independent three kinds of teaching procedures.The three kinds of teaching methods can promote the development of the emotion recognition ability.Which one of the teaching strategies has the better teaching effect,in the past research has not the consistency of the results.The purpose of this study is to compare the teaching strategies of Pre-prompt teaching strategy and Error Correction teaching strategy.In this paper,the alternating treatment design in single-subject research is used to study the teaching effect of different teaching strategies with three children with autism as the research object.The study contains three stages: the baseline period,the treatment period and the tracking period.The learners will measure and collect the data after each teaching.In the study,the teaching strategy was chosen by throwing coins.Therefore,the Pre-prompt teaching strategy includes two teaching contents,happy and fear.And Error Correction teaching strategy involves sad and angry.Data analysis stage,quantitative analysis of the assessment data obtained by the visual analysis,combined with the social validity of the table data,and parents of teaching research related to the establishment of social validity.Research shows:1.The Error Correction teaching strategy has better immediate effect and generalization effect;2.Pre-prompt teaching strategy can maintain better result.In addition,the researchers pointed out that the scope of the study object is small,the teaching content is more fixed and other research restrictions;and make recommendations,in teaching can be preferred to choose the Error Correction teaching strategy,and provide some reference for the teaching and research work.