A Case Study On Intervening In Sensory Prompting Strategies Applying To Classroom Problem Behaviors For Multiple Disabilities

The group of students with multiple disabilities is very special, which has two or more disabilities. In China, one out of every six disabilities is multiple disabilities. What’s more, the share of multiple disabilities students with visually impaired and mentally disabled is increasing year by year. When visual impairments and intellectual impairments exist simultaneously, difficulties in education are not only adding sensory and cognitive impairments, but also changing into challenges. With limitation in life skills, cognition learning, interpersonal interaction and social interaction, and without guidance and intervention properly, the risk of bad behavior will increase significantly, leading to serious classroom problem behavior.Currently,studies focusing on these students are mainly about diagnosis and asses sment, as well as teaching modes, and researches on interventions in classroom proble m behaviors are still rare. Being the main sensory channel, auditory and tactile senses are thus of great importance to these young people; however there are seldom analysis about the application of prompting strategies on them. Therefore, this thesis will disc uss the efficiency of applying the strategies of sensory prompting in solving classroo m problem behaviors of students who are visual impaired and mentally disabled.Based on interview and observation, classroom problem behaviors of multiple disabilities with visually impaired and mentally disabled intervened by sensory prompting strategies of sound and touch. Two students in this study are all with visual disabilities mild mental retardation. The rate of time that they sleep on the desk at will is more that 40% of every lesson. The reason of A student’s behavior is lack of securities and he tries to attract teacher’s attention. The reason of B student’s behavior is his weakness in speech ability. He can’t understand lectures and tries to avoid attention. Adopting sensory prompting strategy and adjusting teaching environment and content dealt with this kind of situation. Finally, the frequency of two kinds of behavior has been down. Handling A’s behavior with sound sensory prompting strategy can do much better. Handling B’s behavior with touch sensory prompting strategy has better efficacy. The conclusion confirms that strategies of sensory prompting based on theories provide positive effects to decline the frequency of classroom problem behaviors.