Research On The Intervention Effect Of Social Story On Classroom Problem Behaviors Of Children With Autism

Autism is a serious developmental disorder that mainly presents social difficulties,delayed speech development,and stereotyped or ritual behavior.In recent years,the incidence of autism has increased.Educators have been committed to intervention training and experimental research on autistic children,and research shows that education and training are the most effective means and methods to promote the development of autistic children.Intervention training for autistic children is crucial to the development of autistic children.To a certain extent,the intervention of autistic children will improve their life self-care ability,cognitive ability,interpersonal communication ability and social adaptability.According to different theoretical foundations and empirical research results,the researchers have proposed various intervention methods,and the social story method is an important and effective method verified by experiments.This research uses educational experiment method and interview method for research.Two autistic children in the fifth grade of a public special school in Dalian were selected as the subjects of educational experiment research,and their class teachers were used as interview subjects.Use self-editing to queue up tall and short,"I want to go to class quietly","I want to raise my hand to answer questions" three social stories,self-editing "Autism Children Classroom Behavior Intervention Record Form",self-editing "Autism Children Classroom Behavior Interview Outline as a research tool,using social story method to intervene classroom questioning behaviors such as classroom yelling behavior,queuing improper behavior in the classroom,and raising the hand without answering questions in the classroom.Through the expected education and training,the baseline period and maintenance Observation during the period,to obtain research data,and then to analyze the results of the experimental data,to explore the effectiveness and performance of social storytelling intervention in classroom problems and behaviors of autistic children.This study draws the following conclusions: the social story method has positive effects on the intervention of classroom yelling behavior,queuing inappropriate behavior in the classroom,and the question of raising hands without answering questions in the classroom;the social story method has the most effective intervention on the classroom yelling behavior of autistic children Well,the class does not raise their hands to answer questions,followed by the behavior of repeated queuing misconduct;the social story method has the same overall trend in the results of the intervention of the two subjects in queuing misconduct,but has personal characteristics.Therefore,educational suggestions are proposed: the social story method is widely used in the daily life of autism students and related courses;the social story method should be combined with related activities in autism education and training;the application of the social story method requires the participation and cooperation of relevant personnel;Intervene strictly in accordance with the requirements of the Social Story Method.