A Case Study Of Token Program Classroom Interference Behavior Of Mildly Mentally Handicapped Students

Due to the defects of their own development,students with mild intellectual retardation often have a series of problem behaviors.As more and more students with mild intellectual retardation begin to study in ordinary schools,they will also have a lot of classroom interference behaviors in class,the frequency of which is much higher than that of ordinary students.Research shows that the classroom interference behavior of students with mild mental retardation will not only affect their own development and prevent them from integrating into the teaching life of ordinary schools,but also cause trouble to the students’ learning and teachers’ teaching.In previous studies,currency system is considered to be an effective intervention method for children’s behavior correction,which is usually applied to ordinary children’s behavior correction and special children’s behavior correction in special schools,and the intervention effect is obvious.This study takes the students with mild mental retardation who are enrolled in classes in ordinary schools as the research object,and applies the intervention method of currency system to intervene their classroom interference behavior,so as to explore the intervention effect of currency system on the classroom interference behavior of students with mild mental retardation who are enrolled in classes in ordinary schools.This study selected the two cases were studied for three months,mainly adopts the ABA pour back to experimental design,the experiment was divided into three stages,using the time sampling method to 24 cases of record evaluation,a pretest,respectively,is not to make any intervention period(6),application of generation of monetary intervention intervention period(12),and after the test period after cancellation token economy(6),according to the three stages of class,comparing the interference behavior data to prove the token economy for mild mental retardation students read along with the class in class during the course of interference behavior intervention is effective.Teachers and parents were interviewed one month after the end of the experiment.By recording the data contrast to see that,in the application of token economy to read along with the classes in ordinary schools of mild mental retardation interfere with students’ classroom behavior intervention,cases of classroom disturbance compared with no intervention is a significant reduction in before,although the data recovered slightly after the cancellation token economy,but on the whole,or a downward trend.In addition,through the feedback of teachers and parents,the class interference behaviors of the subjects have been well improved,their academic performance has also improved,and their ability in expression and social interaction has been improved,which promotes the development of students with mild intellectual retardation.The feedback from all aspects shows that the currency system has achieved positive intervention effect on the classroom interference behavior of mildly mentally retarded students in ordinary schools,which confirms that the currency system is effective in correcting the classroom interference behavior of mildly mentally retarded students in ordinary schools.Previous studies mainly applies token economy behavior modification of ordinary children,the focus of this study is to read along with the classes in ordinary schools of mild mental retardation children,using a token economy to interfere with his classroom behavior intervention study,to face such problems in the process of teaching in normal school educators to provide certain ideas,as well as the method to provide more empirical research,enrich the token economy to followed in the regular school mild mental retardation students behavior modification research content,widen the application range of the token economy.