Intervention Study Of Peer Support On Social Interaction Ability Of Children With Autism In Integrated Class

Integrated education is the mainstream trend of current education development.More and more children with special needs are included in regular schools for integrated education.In recent years,the prevalence of autism is increasing year by year,and autistic children have become an important research hotspot in the field of preschool integrated education.The social and communication barriers of autistic children make it difficult for them to truly integrate into the ordinary school environment.Therefore,it is necessary to intervene in the social interaction ability of autistic children in a comprehensive classroom environment.Peer support is a method in which children’s peers directly act as interveners.It can fully exert the influence of ordinary children’s peers in the preschool stage,and has a important effect on improving children’s social interaction.This article aims to explore the impact of peer support on social skills of children with autism in comprehensive classes,and provide relevant suggestions.In this study,an autistic child in a comprehensive class environment was selected as the subject,and two ordinary children in the same class were selected as peers.A single subject experimental design was used to collect quantitative data and qualitative changes in the social aspects of autistic children using a combination of measurement,observation,and interviews.The peer support intervention experiment was conducted in the context of game activities,and a peer support game activity plan and peer training plan were designed based on the characteristics and needs of the children in the case.A total of four game activities were designed.The experiment was divided into three stages: baseline period,intervention expectation period,and maintenance period.The independent variable refers to the support and guidance provided by partners to children during play activities,while the dependent variable refers to the frequency of the two major target behaviors of the autistic children’s social communication initiation and response behavior.Specifically,target behaviors triggered by social interaction include:arousing attention,actively expressing needs,and asking for information;The target behaviors of social reactions include following instructions and using language responses.After the experiment,quantitative data were processed and analyzed using visual analysis and T-test,and qualitative data from observations and interviews were collated and analyzed.The conclusions are summarized as follows:After implementing peer support interventions,the frequency of initiating and responding to social behaviors significantly increased,with a good maintenance effect during the maintenance period.In addition,peer support interventions have also promoted children’s attention to peers.Finally,the study found that the effectiveness of peer support interventions is influenced by multiple factors.Based on these findings,the researchers make some recommendations for future teaching and research: first,attach importance to the integration of kindergarten peer resources;Second,provide multiple intervention scenarios;Third,incorporate peer training activities into classroom activities;Fourth,strengthen cooperation in various fields;Fifth,provide more guidance for parents.