A Case Study On The Training Of The Implementation Of Classroom Rules For Children With Moderate Intellectual Disabilities Based On Video Modeling

Classroom rules are an essential part of classroom management.The implementation of classroom rules is a necessary condition to ensure the classroom order.Only when realizing the rules of classroom behavior can students know what they can do and what they cannot do in class.By reviewing the previous literature in this field,it can be found that the study of using Video Modeling to promote the social adaptation of special children is common.However,scant attention has been paid on the implementation of classroom rules for children with intellectual disabilities.Thus,in view of limited methods,materials and experience of the training on the implementation of classroom rules for children with intellectual disabilities,this research formulated a training plan of the implementation of classroom rules for children with moderate intellectual disabilities.A survey table on the implementation degree of the classroom rules with positive statement and an observation record sheet on the score of implementation performance of classroom rules with negative statement were designed,so as to examine changes of the implementation degree of classroom rules for children with intellectual disabilities in the process of training.In so doing,the effectiveness of the training on the implementation of classroom rules for children with moderate intellectual disabilities based on Video Modeling can be verified.This research adopted the single experimental design,namely A(baseline period)-B(intervention period)-A(maintenance period)to conduct a one-to-one training on the implementation of classroom rules for a child with moderate intellectual disability.The training was based on the key psychology and behavioral process of individual’s rule implementation,that is,knowing and understanding the rules,sensing the context of the rules,producing the behavior of executing the rules,reflecting on the effect of the rules execution.During the process of the study,the training methods and progress were adjusted through examining the implementation of the classroom rules of the subject.The subject was given 16 times training(twice a week).Specifically,for positively expressed classroom rules,the implementation degree of the classroom rules by the subject was examined twice a week(recorded as 2 data points)using the survey table,and there were a total of 32 statistical data points.In the meantime,for negatively expressed classroom rules,the implementation performance of the classroom rules by the subject was observed and recorded 4 times a week(recorded as 1 data point)using the observation record sheet,and there were a total of 16 statistical data points.During the process,other non-quantitative data on the performance of the subject’s rules implementation were recorded,so as to obtain the first-hand information on the behavioral changes of the children’s classroom rules.Through the visual analysis and C statistical analysis of the data,the training effectiveness of the implementation of classroom rules for children with moderate intellectual disabilities based on the Video Modeling was scientifically examined.The results show that:(1)The training based on Video Modeling has a good immediate effect on improving the performance in classroom rules of children with moderate intellectual disabilities;(2)The training based on Video modeling has a good maintained effect on improving the performance in classroom rules of children with moderate intellectual disabilities;(3)Based on Video Modeling,the acquired behavior on the implementation of classroom rules for children with moderate intellectual disabilities has a good mobility;(4)Based on Video Modeling,the acquired behavior on the implementation of classroom rules for children with moderate intellectual disabilities has a good social evaluation.This study argues that Video Modeling is effective for the training on the implementation of classroom rules for children with moderate intellectual disabilities.In order to promote the effectiveness of the implementation of classroom rules,other auxiliary strategies,such as role play and etc.,should be combined in the process of carrying out the training on the implementation of classroom rules for children with moderate intellectual disabilities.