A Study On The Strategies For Promoting Typical Peer’s Prosocial Behavior Toward Children With Autism

With the continuous development of integrated education,more and more autistic children have been gradually enrolled in regular kindergartens.Integrated education has many effects on the development of special children and ordinary children.Previous studies have shown that integrated education can improve the prosocial behavior of ordinary children,but whether the prosocial behavior of ordinary children pointing to autism can be improved is unknown.Some studies use intervention strategies such as picture book reading and hypothetical situations to improve ordinary children’s acceptance of autistic children.Although the experimental results show significant results,no improvement of prosocial behavior level of autistic children has been observed at the actual behavioral level.Therefore,the objective of this study is to explore the influence of cognitive change and behavioral guidance on prosocial behaviors of ordinary children oriented towards autistic children,and the research results are of great significance for promoting the integration of autistic children.The research mainly adopts experimental method and natural observation method.The study objects were 3 ordinary middle classes(all without integrated educational background)in a public kindergarten in Zhejiang Province,with 28 ordinary children in each class.The study consisted of three experiments.The first experiment was a preliminary study to investigate the effect of integrated educational experiences(shared educational experiences with autistic peers)on prosocial behavior in general infants.The experiment adopted a pre-and post-control experimental design.84 children from three middle classes(none of which had integration experience)were selected as the research objects.The three classes were enrolled in a 3-week in-class study(physical integration)with an autistic child of the same age respectively.The second experiment,Experiment 1,was designed to explore the effect of cognitive changes on the prosocial behavior of autistic peers in ordinary children.The experiment was the experimental group and the control group.The two classes in the pre-experiment were used as the experimental group to carry out the teaching of picture books on the theme of autism.The other class in the pre-experiment was used as the control group to carry out the teaching of picture books on the theme of kindergarten.The prosocial behavior and cognition of autistic children before and after the experiment were recorded and evaluated by natural observation method and interview method.The third experiment,experiment 2,was designed to explore the effect of behavioral guidance on prosocial behaviors of ordinary children toward their autistic peers.The experiment was the experimental group and the control group.In experiment 2,one class was used as the experimental group,the daily life situation of autistic children was filmed as experimental materials,and situational teaching was carried out to guide ordinary children to get along with autistic children.The other class was used as the control group,and situational teaching was not carried out,The prosocial behavior and cognition of autistic children before and after the experiment were recorded and evaluated by natural observation method and interview method.Three experimental studies found that:1.Co-educational experience with autistic peers(simple physical placement)does not effectively promote the development of prosocial behaviors in ordinary children and toward autistic peers.2.Autism-themed picture book teaching can improve ordinary children’s correct understanding of autistic peers to a certain extent,but in terms of actual behavior,autism-themed picture book teaching cannot improve ordinary children’s prosocial behavior level and the prosocial behavior directed towards autistic peers.3.Behavioral guidance by situational teaching can effectively improve the prosocial behavior of ordinary children and the prosocial behavior directed towards autistic peers.Finally,based on the research results,the following recommendations are made:first,provide adequate support to promote integrated education;Second,provide a variety of reading materials;Third,make full use of picture book resources to establish a correct understanding;Fourth,fully grasp the opportunity of education,conduct behavior guidance.