An Empirical Study On Improving Social Interaction Skills Of Autistic Students Using Traditional Scaffolding Games

Traditional games attract students' interest with interesting content and rich forms of activities,and have made great achievements in the improvement of various abilities of kindergarten,ordinary primary and secondary school students and special students.Following the scaffolding theory,this study designed an intervention experiment of traditional games on autistic students,aiming to find the intervention effect of traditional games on autistic students' social communication ability under the guidance of scaffolding theory.This study takes three autistic students from special education schools in X province as the research objects.The three students are in the same class,and their age and ability level are similar.In this study,three students were intervened by single subject experiment,interview and observation for 14 weeks.The specific method is to carry out the experimental intervention through the cross subject multi baseline design in the single subject experiment,and collect the relevant data in the baseline period,intervention expectation period and follow-up period by using the autism treatment assessment form,children autism assessment scale and social interaction behavior observation record form.The collected data were analyzed by visual analysis and t-test.In addition,by interviewing and observing the teachers and parents,the paper compares the three autistic students before and after the experiment,and analyzes the influence of traditional games under the guidance of scaffolding theory on the social communication ability of the three autistic students.The results are as follows:(1)The results show that traditional games can improve the social communication ability of autistic students;(2)the improvement of students' ability can be divided into three stages: the beginning stage-the initial formation of playmate relationship;the promotion stage-the acquisition and mastery of social behavior;the maintenance stage-the application and maintenance of social behavior;(3)The leader of scaffolding support should gradually transform from teachers to students with strong ability to stimulate students' active learning.(4)students' social ability is dynamic,so we should timely adjust scaffolding in game activities,and provide targeted help and guidance for different students and different social behaviors;(5)follow the thinking of scaffolding theory in the selection and design of traditional games Dimension,from easy to difficult,progressive layer by layer.At the same time,the author also puts forward the following suggestions:(1)build the support network of scaffolding,build a variety of scaffolding support system,expand the application scenarios of scaffolding to promote the improvement and generalization of autistic students' ability;(2)use scaffolding support with other strategies,learn from each other's strong points and complement each other's advantages;(3)for simple toys in traditional games,teachers can guide students to make them by themselves and stimulate students' enthusiasm The enthusiasm of students to participate in the game.