Preschool High-functioning Autistic Children's Social Skills To Improve Case Studies

Have such a kind of special children,because their emotional,cognitive,language,social existence obstacle of different level,known as "the star child",namely we often say that children with autism.As the inside of the autism spectrum a subline,high-functioning autism group of the language barrier is not outstanding,ability to learn with others fairly,cognitive ability is good,but the obvious difficulties in social interaction,the shortage and lack of social skills is the core of this type of child is diagnosed with autism.How to improve and promote preschool high-functioning autistic children's social ability is the family,society and education institutions concerns,is a hot issue in academic research.This study through the literature collection,understand the high-functioning autistic children's individual differences and interests demand,based on the theory of DIR intervention model,using peer education intervention strategy game activities for fusion.Intervention experiment adopts case study method,through to design a series of specific intervention,initiative of preschool high-functioning autistic children imitate,initiative express cooperation,initiative and ability to migrate to intervene.Intervention experiment using inverted returned to experiment design(A-B-A-B)implementation,surrounding the intervention goal design four themes,A total of 36 activities.The relationship between the four theme activities are complementary to each other,each topic contains the game between activities for unit 1,simple to the complex relations of progressive continue.Experimental process consists of four parts.First of all,the baseline period to observe and evaluate the participants in the natural scene imitation initiative and other four kinds of objective behavior and stereotyped behavior,form a baseline period before the intervention experiment data.Then,in the intervening period arranged with two intervention activities on a daily basis,each intervention time for 25 minutes,7 days a week to arrange intervention,for 3 months.After the intervention into the withdrawal period,observe and record the participants have learned social skills,form the data after the intervention.Finally,according to the situation of withdrawal period of observation and subjects development goals to intervene again and the new problems in the training,aims to help participants in intervention plan design the optimal direction development.This intervention study and utilization of children with autism rating scale(ABC),social response scale(SRS),"Chinese classification and diagnostic criteria for mental disorder" third edition(CCMD-3)to diagnose the severity of the autism research object and social barriers,using the ADHD assessment scale to measure attention deficit and hyperactivity disorder.The scale measurement,results showed that children with autism rating scale scores before and after the intervention is 59 and 49 points respectively.Social scale test condition for reaction,teachers and parents before intervention score is 89 points and 85 points respectively,after the intervention of teachers and parents score is 72 points and 65 points respectively.ADHD assessment scale for,before their parents,the teacher evaluation assessment of 3/9 + 3/9 to 2/9 +2/9,after the intervention parents,teachers,3/9 + 2/9 + 2/9 2/9."Chinese mental disorders,classification and diagnosis standard(third edition)"(CCMD-3),for article 13 accord with a standard feature before intervention,intervention has five standard features.From related scale before and after contrast to test this intervention model to improve the high-functioning autistic children of pre-school age effect is effective.Quantitative and qualitative evaluation results show that participants initiative imitation,expression of initiative,active cooperation,migration(generalization)after the intervention in four aspects,the number of occurrences of obvious than before,and reduce the rigidity sex,behavior and mood states toward the positive direction,can use verbal and non-verbal expression means used to express their intentions.The results prove that this intervention is effective.First of all,according to the theory of DIR design intervention plan,integration education resources,such as natural environment through early companion game for preschool intervention high-functioning autistic children training,help to take the initiative to imitate,active expression,active cooperation,etc.The improvement of the social skills.Explore a high function of preschool children's social ability to the new way to improve,provide feasible and effective intervention plans for later research and reference model.second,through training on case study of social ability is improved,the ability of verbal and nonverbal social interaction,can actively initiate social interaction,social response,can put the acquisition of social skills in a spontaneous and unstructured scenario naturally,can gradually integrated into the normal social environment.Third,obtains the good social effect and get a better evaluation,laying a foundation for social development in the future.