Intervention Study On Classroom Inattention Behavior Of Children With Mental Retardation

In classroom teaching,attention behavior is very important for students’ acquisition of teaching knowledge and improvement of academic achievement.Especially for students with mental retardation,inattention in class not only interferes with teachers’teaching and other students’ learning,but also affects their own knowledge acquisition.The purpose of this study is to improve the inattentive behavior of children with mental retardation in class.In this study,the fifth grade students of a school for the mentally handicapped were selected as the research objects,and the inattention behavior of the students and cases in class was taken as the research target.Through observation,interview,functional analysis and other methods,the reasons,conditions and functions of the inattention behavior of the children with mental retardation in class were understood.According to the evaluation results,the corresponding behavioral intervention plans of group students and individual cases were worked out respectively,and appropriate intervention strategies were adopted to guide the class teacher and teacher of the subjects to implement them in classroom teaching.Meanwhile,the researchers recorded the changes of students’ behavioral data and responses.During the intervention process,this study adopts the A-B-A-B backward design in the single subject study,and analyzes the effect of the intervention strategy through the behavioral change and data analysis of the group of students and the case.Finally,based on the above research,the following conclusions are drawn for teachers and future researchers on the intervention of classroom inattention behavior of children with intellectual disabilities:1.Through the functional assessment of classroom unfocused behaviors of children with mental retardation,it is found that the functions of their behaviors are to obtain attention,avoid requirements,sensory stimulation and both.2.Intervention strategies formulated in this study to improve classroom disengagement of children with mental retardation include reducing task difficulty and requirements,giving attention,arranging teaching activities that students like,etc.3.After the analysis of the data and student changes after the intervention,it was found that the intervention strategies adopted in this study had significant effects on the improvement of the group students’ and the case’s classroom inattention behavior.