Intervention Study Of Social Story Method On Problem Behaviors Of Students With Autism

In recent decades,the incidence of autism students has increased dramatically.The large differences among individuals with autism have also led to more diversified and complicated problem behaviors.Autism education has been regarded as the most special education.A challenging category.There are many different methods of education intervention for autism at present,and the effectiveness of intervention methods is also divided into different levels.In the intervention method with the empirical basis announced by the National Standards Project(Phase2)of the National Standards Project(Phase2)in 2015,In addition to behavioral training interventions based on Applied Behavior Analysis(ABA)principles,story-based interventions are also included.This study was based on the practice of special education school internships.Two autism students from the school were selected as research subjects,and social story teaching methods were used to intervene in the problem behaviors of autistic students in order to improve their problem behavior and maintain good performance.Acts to promote the healthy development of their mind and body.The method used in this study is a single-subject experimental design.Experimental interventions are performed on the three target behaviors of two subjects.The experimental phase covers the baseline period,intervention period,and maintenance period.The independent variable is a social story and its teaching application that is compiled for the target behavior of the subject.After the experiment,a visual analysis and a C statistical analysis of the dependent variable(the change of the target behavior)are conducted.The following conclusions are drawn:1.The social story method can effectively interfere with the queuing and stereotyped behavior of autistic students,eating and vomiting,and disrupting classroom behavior,and reduce the occurrence of these bad behaviors.2.Social story method has different effects on autism student’s problem behavior intervention.The intervention effect of eating and vomiting is the most significant,which disturbs the classroom behavior.The intervention effect of queuing stereotypes is relatively poor.The time effect of maintaining the intervention effect also has a corresponding difference,among which the longest period of eating and vomiting behavior is the shortest in line and stereotyped behavior.3.The social story method promotes the autism student’s goal behavior at the same time,also has the positive promotion function to other aspects,for example language and speech ability,cognitive ability,understanding ability and so on.4.Social story methods can be mastered by teachers and used in the management of autism student behavior.