Positive Behavior Support Intervention Research On Problem Behaviors Of Autistic Students

Children with autism have qualitative barriers to social interaction and communication.They often have various problem behaviors in school life because they cannot express their inner needs and emotions.In the classroom,problem behaviors of the students not only will affect their own learning,but also hinder other students in the class to learn,and will interfere with the normal classroom teaching of the teachers.Similarly,problem behaviors of the students also plague his family life.Positive behavior support starts from the focus on students' problem behaviors,conducts functional behavior assessment of problem behaviors,adopts antecedent events controlling,consequence processing,and teaches positive behaviors and other diverse strategies,so as to effectively intervene with the target problem behaviors.In this study,two fourth-grade autistic students in special education school were selected as the research subjects.The single subject experiment design was adopted.The independent variable was the positive behavior support intervention program,and the dependent variable was the number of times the subject problem behavior occurred.The intervention process is divided in to three periods: baseline period,intervention period,and maintenance period.Firstly,the study used the Behavioral Motivation Assessment Scale to evaluate the functions of the two subjects' problem behaviors;then,using the method of observation and recording,record the antecedent events and the consequences of problematic behaviors Combining the results of the above two assessments,the function of the subject A's problem behavior is to escape the task and ask for something.The problem behavior function of the subject B's mainly sensory stimulation,followed by the escape task.Secondly,based on the observation of the situation and performance of the subject before and after the occurrence of the target behavior,the individual positive behavior support intervention plans were made.Afterwards,the classroom situation with multiple problem behaviors was selected as the intervention location.And the problembehaviors of the cases were targeted through the use of the antecedent events control strategy,the behavioral teaching strategy and the consequence processing strategy.The data of the change of the dependent variable of the three intervention stages were collected,and the visual analysis and C statistics were used for processing and analysis.The study concluded that the interventions supported by positive behaviors improved their problem behaviors,and the number of problem behaviors decreased significantly and remained good.The study also proposes the following recommendations on how to apply positive behavioral support in the work of special school teachers:1.Implementing a positive behavioral support program based on function behavioral assessment;2.The positive behavior support program should implement within the whole class;3.Flexible adjustment of the program when implementing a positive behavior support program;4.Implementing positive behavioral support programs should focus on prevention and guidance;5.Focus on teamwork when implementing a positive behavioral support pr ogram.