Intervention Study On Cooperative Behavior Of Children With Intellectual Disability

With the development of the times,society has become increasingly demanding of the sociality of human beings.Cooperation,as an important part of pro-social behavior,is an important aspect of children's social expression.Weak social adaptability and difficult social interaction are precisely one of the main problems faced by children with intellectual disability.The goal of special education is to help children with intellectual disability integrate into society smoothly and participate in social life normally.This will inevitably require them to keep in touch with and interact with people.As the main social interaction activity,cooperation also has important significance for children with intellectual disability,so it is especially important to improve the cooperative behavior of children with intellectual disability.In this study,16 children with intellectual disability in the sixth grade of Leshan Special Education School were selected as the research objects.First of all,the research used natural observation to conduct a 3 weeks natural observation to understand the development status and characteristics of their cooperative behavior development.Secondly,during the observation period,the appropriate intervention plan was selected through understanding and getting along with children with intellectual disability.This study mainly uses picture book storytelling-video learning-role playing methods,supplemented by designed cooperative games to interfere with the cooperation behavior of children with mental retardation.The intervention cycle was 10 weeks,the number of times was19 times,and each time was 40 minutes.Finally,the intervention was ended and the natural observation period was entered again to observe whether the cooperative behavior of children with intellectual disability was improved through the 10 weeks intervention and whether the intervention in this study was effective.The results of this study are as follows:(1)Children with intellectual disability have low levels of cooperative behavior and need intervention;(2)After the intervention,the cooperative behavior of children with intellectual disability improved significantly in the three dimensions of initiative,persistence,and purpose,and the total score of cooperative behavior,but the leadership of cooperative behavior did not change significantly;(3)There are no significant gender differences in the four dimensions and total scores of children with intellectual disability before and after intervention;(4)Through the intervention,children with different degrees of intellectual disability have significant differences in the dimension of cooperative behavior purpose,but there is no significant difference before and after intervention in the dimension of leadership;children with mild intellectual disability persist in cooperative behavior and the overall score is improved more than children with moderate intellectual disability;(5)The intervention programs designed in this study have significant effects on cooperative behaviors in children with intellectual disability.In summary,based on the results of the research,the researchers put forward educational suggestions and intervention directions for the cooperative behavior of children with intellectual disability from four perspectives: special education teachers,special education schools,families of special children,and special education researchers.