Intervention Study On Social Adaptive Behavior Of Children With Autism Based The Transtion To Primary School

Children with autism are often faced with very difficult challenges in the early childhood transition stage.How to help children with autism to get through the early childhood transition stage has become a realistic issue in the education of autistic children.In the transition stage of Preschool Education,social adaptation is an important part of school adaptation,that is,following rules,fulfilling tasks,taking care of themselves independently and communicating with others,to some extent,enhancing the social adaptive behavior of the autistic children can help children with autism adapt to the ordinary primary school life as soon as possible.Therefore,this study aims to enhance the social adaptive behavior of children with autisim in the transition stage.Three children with autisim in the transition stage were intervened by self-management,visual support,prompt and checklist.As the connection between kindergarten and primary school involves two stages before and after enrollment,this study is divided into two parts:Intervention study before enrollment and Follow-up study after enrollment.First,In intervention study before enrollment,using a single group pre-and post-test design and a parallel cross-behavioral multi-baseline design.Three preschool children with autism in the same class were divided into an intervention group and self-management strategy was used as the intervention strategy,an experimental study on enhancing social adaptive behavior in the intervention group.And four kinds of social adaptation behavior were selected as the dependent variable goal behavior,and the independent variable was the self-management strategy to test the concrete effect of intervention.The results showed that there was a significant difference in the scale scores of the intervention group before and after,and the social adaptability of three children with autism was significantly enhanced.The results show that:(1)all the subjects can master the self-management strategy of recording times;(2)all the subjects can master the self-management Strategy of recording times;(2)the intervention strategy had both immediate and sustained effects on the four specific behaviors of the three subjects in the class;(3)except for the behavior of y answering questions in the baseline period and the intervention period,there was no significant effect,the other behaviors of three subjects had significant effect at baseline and intervention periodSecond,In Follow-up study after enrollment.Methods:interview and measurement were used to track the subjects’ social adaptation in primary schools.The results of follow-up showed that all subjects had a good overall adaptation,in which Y performed well in following rules,taking care of himself and completing tasks,but he had a poor adaptation in communicating with others.According to the intervention needs of Y,the researchers adopted the single-subject method to withdraw the design,and continued to use self-management strategy to intervene the response behavior of Y in peer interaction.The effectiveness of intervention was analyzed by line graph,visual analysis and C statistics.The results showed that:(1)Y could master the self-management strategy without visual support;(2)intervention strategy had an immediate and sustained effect on subjects Y’s response.Finally,based on the process and results of the entire study,the researchers summarized the socially adaptive behavioral intervention pathways for children with autism in the early stage of convergence.This path mainly includes three aspects:First,intervention and evaluation at different stages,that is,initial evaluation-collective intervention-pre-entry evaluation-post-entry tracking-individual intervention in sequence;Second,the choice of intervention strategies at different stages.Follow the three principles of the research object’s physical,mental and age characteristics,the intervention environment,and the scope of application of the strategy to choose the intervention strategy.Third,the cooperation of various entities in different stages.Before enrollment,preschool education institutions are the center,and families are supplemented;when enrollment,all entities coordinate and complete information exchange and cooperation;after enrollment,ordinary primary schools are the center,the family is the link,and the preschool education institutions are supplementary.