Research On The Effect Of Role-playing On The Cultivation Of Cooperative Behavior Among Students With Moderate Intellectual Disabilitie

Due to the limitations of their own intellectual level,students with intellectual disabilities have limited levels of development in cognition,communication,attention,memory,and other aspects.Some prosocial behaviors are difficult to generate,which in turn limits their social development and creates certain obstacles in their lives and learning.For some children with moderate mental retardation who have certain abilities of self care and peer interaction,especially those in senior grades,they gradually move towards society and have a greater demand for social integration and interpersonal interaction.Therefore,prosocial behaviors such as cooperative behavior are extremely important to them,which are also behaviors that they urgently need to cultivate in daily learning and life.Role playing attracts the interest of ordinary children and special students with interesting content and activities,and promotes their social development.The purpose of this study is to explore the effectiveness and maintenance of role playing intervention in cooperative behavior among students with moderate mental retardation.Three students who rarely engage in cooperative behavior in the classroom and in daily life were selected as the research subjects.A single subject experimental study was conducted to develop a role playing activity plan based on target behavior and students’ self-development characteristics,and to intervene in their target cooperative behavior of "requesting help" and "reminding" in school.During the implementation process,implement and adjust the role playing intervention plan according to the specific situation of students to cultivate their cooperative behavior.Collect and collate experimental data,analyze the frequency and achievement percentage of target cooperative behavior during the baseline,intervention expectation,and maintenance periods,and compare the differences between the three stages.It was found that the target behavior of the three subjects changed before and after the intervention,to test the effectiveness of role playing in cultivating cooperative behavior among students with moderate mental retardation.Finally,interviews with teachers and parents were conducted to confirm the experimental results.Through the analysis of experimental results and qualitative research,the following conclusions are drawn:(1)Role playing based intervention programs can cultivate cooperative behavior among students with moderate mental retardation,and have a sustained effect in the short term.(2)Role playing intervention programs can effectively improve or cultivate the "request for help" and "remind" behaviors of students with moderate mental retardation,but there are slight differences in different target behaviors for different subjects.(3)The role playing intervention program has social validity in cultivating "request for help" and "remind" behaviors among students with moderate mental retardation.Based on the research findings,the following suggestions are proposed:(1)Strengthen teacher training,enhance teachers’ professional abilities,and integrate role-playing into the classroom and daily life;(2)Promote family school cooperation,enabling the transfer and generalization of cooperative behavior among students with intellectual disabilities.