Peer Guidance Intervention Studies To Improve Social Skills In Children With Intellectual Disabilities

Intellectual disability is a disorder characterized by significant limitations in both intellectual functioning and adaptive behavior.Children with intellectual disabilities are significantly restricted in social communication and other adaptive behaviors due to their unfavorable development in language,cognition,emotions and emotions.In November 2022,the Ministry of Education issued the Guidelines for the Evaluation of the Quality of Special Education Schools,pointing out that in terms of students’ appropriate development,it is necessary to promote the development of three key indicators,including ideological and moral quality,knowledge and skill level,and social adaptability,and cultivate the good moral character of special students.Social skills generally refer to the way individuals have learned to effectively and appropriately interact with others in specific social situations,and through the training of social skills,individuals can develop relevant cognitive,emotional and behavioral abilities in the training process,and effectively promote students’ social adaptability.Peer guidance refers to the one-on-one basis,one student to another student to teach and train,peer guidance has been proven to be an effective way to train social skills,in the promotion of special children’s social skills development has a significant effect,so in the special children’s social skills teaching has been widely used.This study will use peer guidance to intervene in social skills in children with intellectual disabilities.In this study,the cross-subject multi-detection experimental design in the single participant research method was adopted,and four children with intellectual disabilities in the special education school of City A were the research subjects,two of whom were peer mentors and the other two were inmates.The independent variable is peer guidance,and the dependent variable is social skills,including actively greeting others,playing according to regulations,and taking turns waiting in games.The experimental design included baseline period,intervention period,classification period and maintenance period,and after the experiment,visual analysis was used to analyze and process the research data,and the teachers and parents of the research subjects were interviewed to obtain social validity data.The results of the study are as follows: First,peer guidance has good immediate effect on improving the social skills of children with intellectual disabilities.Second,peer guidance has a good effect on improving the social skills of children with intellectual disabilities.Third,peer guidance has a good maintenance effect on improving the social skills of children with intellectual disabilities.After the intervene,the researchers reflected and summarized the study design,research process and research results,analyzed the innovation points and shortcomings of the research,and put forward relevant suggestions for the training and guidance links in the peer guidance method,so as to enrich the practical experience of social skills intervention for children with intellectual disabilities.