A Case-based Intervention Study Of Language Behavior Method On The Language Skills Of Autistic Children

Language is an important tool for human communication and the cornerstone of human behavior.Autism in children is a neurodevelopmental disorder.There are obvious core deficiencies in communication elements such as language and non-language understanding,expression and using.Good language skills can meet the needs of autistic children in their daily life and learning activities.Therefore,it is very important for autistic children to master language skills in their daily life.The purpose of this study is to explore the effect of teaching intervention based on verbal behavior approach on improving language skills of two autistic children.The research methods adopt a comprehensive case study method,including questionnaire,interview,test and the application of teaching intervention experiment.In the case-based teaching intervention experiment,the independent variable is a teaching intervention program based on the verbal behavior approach;the dependent variable is the language skills of the case,including the ability performance of dialogue,naming,parody and listener skills.Due to the differences in case competence,the areas in which language skills need to be intervened are also different;the control variables are the teaching time,teaching location,school teachers and parents of other language skills training.Before the implementation of teaching intervention,the researcher used the self-compiled Language Skills Scale for School-age Autistic Children to conduct a pretest,to understand the language skills level of of individual cases,to determine the intervention fields and starting point,to develop a case-based teaching intervention program.During the intervention period,unit teaching is carried out according to the intervention plan.Before each teaching,a cold test is conducted,and after the end of the teaching,the unit is checked,and the linguistic competence of the case is recorded on the teaching record sheet.In each verbal behavior approach teaching unit,researcher collect the language skills performance of individual cases as the process evaluation data of teaching effectiveness.At the end of the intervention,two cases are re-evaluated for language skills,and the post-test results of theirlanguage skills are obtained.The intervention effect of the verbal behavior approach on the language skills of autistic children is analyzed by comparing the pre-and post-test results of the language skill assessment.Combined with the results of the process evaluation,we can further understand the differences in the progress rate and promotion space of different cases in the process of language skills intervention.The findings of the study are as follows:1.The verbal behavior approach-based teaching intervention can improve autistic children’s language skills.2.The effect of teaching intervention based on the verbal behavior approach is different.In addition,the researcher also puts forward the following reasonable suggestions for the future language rehabilitation teaching in Schools for the Mentally Retarded: expanding the object of the verbal behavior approach;using various teaching methods comprehensively;applying teaching strategies flexibly;choosing and applying teaching forms,contents and reinforcements reasonably.