| Autism is a disorder of generalized development.Autism children have different problems of social communication and social communication disorders,rigid behavior,speech disorders,narrow interests,sensory abnormalities andother problems,and generally show the difficulty of self-care ability.Self-care ability mainly refers to the self-care ability of children in daily life similar to normal children in their development stage.autistic children,especially lack of self-care ability,which seriously affects the integration of autistic children in social life.How to effectively intervene the self-care ability of autistic children so that autistic children live with dignity is one of the focuses of the intellectual education of autistic children.Structured teaching is a set of structured teaching mode developed for people with autism and communication disabilities.Through structured environment,program schedule,visual clues and personal work system,children can effectively train their structured self-care behavior.With the help of the characteristics of structured children with autism,structured teaching of autistic children research focus on structured life self-care behavior of intervention effect,expect from structured life self-care behavior extended to structured social behavior,for intellectual education institutions and autistic children parents of autism intervention autism children self-care ability to provide advice and solutions.This study used case analysis,combined with interviews,questionnaires and observation,with five autistic children with difficult self-care ability.In the activity classroom environment of life teaching,the frequency of independent self-care behavior and the duration of repeated self-care behavior were taken as the observation indicators Structured environment setting,personalized program schedule and forcers,and individual independent working system is established to conduct structured training and intervention on self-care behaviors of eating,toilet,dressing,dressing,sleep and other daily self-care(item return,switch and tableware cleaning).Through the pre-case evaluation,baseline period program design,structured life behavior intervention in the interventional period and independent self-care behavior in the maintenance period,we have a deep understanding of the training program of structured teaching on the self-care ability,especially the self-care behavior of autistic children.This study has reached the following conclusions:First,the structured teaching is used to intervene in the self-care behavior of autistic children,and the frequency of repeated self-care behavior increases,and the self-care reflex behavior becomes more;Second,compared with the self-care ability training of normal children,the use of structured teaching has limited intervention effect on the self-care ability of autistic children.Thirdly,structured teaching is used to intervene the self-care behavior of autistic students,and the consumption time of repeated self-care behavior gradually decreases,and the automation trend of self-care behavior is obvious.Some educational suggestions: the personalized structured teaching content should be designed according to the different performance of the baseline period;according to the intervention process of the intervention period,the structured personalized setting,the visualization of the interface of the individual work system,and the reinforcement effect of social reinforcers. |
