A Case Study Of Improving Classroom Participation In Children With Moderate Autism Using Social Storytelling

Autism spectrum disorder,also known as autism,is a developmental disorder in early childhood.The core characteristics of autism are social interaction disorders,narrow interest or activity range and repetitive and stereotypical behaviors.There are also varying degrees of disorders in emotions,memory,thinking and so on.Autistic children are part of the autism community.In recent years,the number of autistic children has been increasing,and the educational intervention of autistic children has been paid more and more attention.Due to the characteristics of children with autism,they will show insufficient attention in class,unable to respond to teachers properly and effectively and other classroom participation problems,affecting their own and classmates’ learning,teaching activities and classroom teaching effect,therefore,it is very necessary to improve the classroom participation behavior of children with autism.Through writing social stories for autistic children and using social stories for educational intervention,social story method has the characteristics of individuation,combination with autistic children’s characteristics,reusable,and does not require high professional requirements for intervention personnel.In the process of educational intervention,it can improve the cognition of autistic children to classroom situations and promote the occurrence of appropriate behaviors.The target behaviors of the two moderately autistic children selected in this study are attentive behaviors and responsive behaviors in class participation.The case study is carried out by combining observation and interview methods.Based on in-depth understanding of the basic situation of the two autistic children,social stories are written for them and used for educational intervention.The results of educational intervention were obtained by analyzing the data of target behavior records collected during the course of educational intervention,and then the research concluded that,first,social story method can effectively improve the classroom participation behavior of moderately autistic children and promote their learning.Second,the social story method improves the classroom teaching effect.Children with autism actively participate in the classroom,promote their own learning,ensure the normal classroom teaching order,help teachers successfully complete teaching activities,and improve the classroom teaching effect.The research of educational intervention for children with autism should not only stay on paper but also be implemented in practice.Some educational suggestions are put forward according to the experience in the research process and design of this study.In order to improve the classroom participation behavior of autistic children,social stories can be selected as an educational intervention method.In the application process,appropriate stories should be selected,the implementation time of social stories should be extended appropriately,and social stories should be combined with other intervention methods.In classroom teaching,teachers should attach importance to the participation of autistic children in class,organize teaching reasonably,and create an ecological classroom environment.Parents should play the basic role of family,strengthen the communication with school,and improve their educational intervention skills.It is hoped that the above educational suggestions can provide reference for promoting classroom participation of children with autism.