Intervention Of Token Method On Class Response Behaviors Of High-functioning Autistic Children

I am engaged in the rehabilitation education of autistic children,in the teaching,there are some high-functioning autistic children,they need to study in ordinary schools.However,these types of children often have some behavioral problems in school.Among them,the most common is the inability to respond to the teacher.There is no very effective way to improve the class response behavior of these high-functioning autistic students who study in ordinary primary schools.The token system is a teaching strategy which is used more and proved effective in the rehabilitation of special children.Therefore,this paper takes the token system as the independent variable to explore the influence of the token system on the class response behavior.Given the specificity of special child intervention,the reasons for the poor collective response behavior of each child are different,so the design of group experiments can not be used.At the same time,in order to make the experiment more convincing and can better observe the influence in different subjects,this study used multi-baseline cross-subject experimental study to explore the effect of token system on the response behavior of high-functioning autistic classes.This study first selected 3 subjects according to the screening criteria,then recruited shadow teachers for training,and then assigned shadow teachers according to the characteristics of each subject.The study started with three subjects and their respective shadow teachers entering school at the same time.Each subject began to collect data at the same time during the baseline period.After the baseline was stabilized,the case A was intervened,the other two subjects continued the baseline collection,and the case B intervened after the expected stabilization.The maintenance period was implemented according to the stable level of the expected data of each subject.The experimental results show that the token system has significantly improved the response behavior of three high-functioning autistic classes,all of which reach more than 80%.All three cases maintained good maintenance effect during the maintenance period.Through the analysis of the whole research process,it is concluded that the results of three cases prove that the token system can improve the class response behavior of children with high function autism when carrying out integrated education in ordinary schools.Suggestions are made for the problems existing in the research process: to ensure that the preference evaluation is carried out half a month or at least once a month in the research and practical work,and to increase the motivation of students’ learning or performance.Consider using methods other than tokens,such as behavior contracts.