An Intervention Study Of Educational Drama Based On Picture Books On Peer Communication Of ADHD Children

Hyperactivity and impulsiveness are common problems in children with ADHD,which will have a negative impact on their peer communication and peer relationship,thus hindering the social development of children with ADHD.Educational drama is a teaching mode that allows individuals to learn and express themselves in drama activities.It is also an effective method to intervene in the peer communication of special children.Picture books are popular books for children,and their rich content and intuitive forms are of high value to children’s development.Based on this,this study used educational drama to intervene the peer communication problems of children with ADHD,explore its effect,and put forward relevant suggestions The theory and practice of promoting peer communication and social development of ADHD children provide reference.In this study,with a child with ADHD in general school,the A-B-A experiment was designed to explore the effectiveness of picture book-based educational drama on peer communication intervention in ADHD using a single experimental method.The independent variable is educational drama teaching based on picture books,and the dependent variable is peer communication in individual cases,including four dimensions: communication initiation,communication response,communication maintenance,communication strategy and communication results.Specific indicators include the number of initiation and response times,time of communication maintenance,proportion of active communication strategies,and proportion of communication success.The experiment was divided into three stages: baseline period,intervention period and maintenance period.The findings of the study: educational drama with picture books as the carrier has a significant intervention effect on peer communication in children with ADHD.Compared with the intervention,the postintervention period significantly increased the frequency of case communication initiation,response,communication maintenance time,active communication strategy and communication success;the peer acceptance level was also significantly improved.Based on the above conclusions,this study further makes suggestions on using educational drama to intervene in peer interaction of children with ADHD:（1）appropriately extend the time of educational drama intervention;（2）try to invite ordinary students to participate in educational drama;（3）educational drama can be extended to families;（4）educational drama can be included in in-service training of resource teachers;（5）correctly use reinforcement in the intervention process.