An Empirical Study On The Improvement Methods Of Classroom Adaptability Of Autistic Students

At present,most of the children with autism in our country are enrolled in intellectual education schools or special education schools due to their own characteristics of disabilities.Classroom,as the basic organizational form of school education,is the main place for students to acquire knowledge and skills and cultivate the ability to adapt to society,and it is also the main way to cultivate the classroom adaptability of autistic students.The classroom adaptability of autistic students is closely related to their learning adaptation.Classroom adaptation of autistic students will directly affect the effect of their school education.This study explores and summarizes the characteristics and educational suggestions of autistic students’ classroom adaptation through the observation and evaluation of autistic students’ classroom adaptation performance and teachers’ educational measures for maladaptive behaviors,so as to provide strong educational support for the improvement of autistic students’ classroom adaptation ability.The research adopts observation method,interview method and case analysis method.In the classroom,the classroom behaviors of autistic students are systematically observed and recorded in a purposeful and planned manner.Statistical analysis is used to understand the performance of autistic students ’ classroom adaptation behaviors,and they find that their classroom performances are insufficient.Education plan.After mastering the classroom behavior performance of students with autism and the corresponding effective education and teaching measures of teachers,the research adopts unstructured interviews to further understand the changes in classroom behavior of autistic students and verify the authenticity and reliability of observation records.Through writing education and teaching cases,based on the principles of factuality,objectivity,and accuracy,describe in detail and concretely the content and process of the teacher’s intervention in classroom unsuitable behaviors of students with autism during the intervention period,and analyze and summarize the research.Current classroom adaptability status and improvement methods of students with autism.At present,students with autism generally show weak classroom adaptability.Classroom non-adaptive behaviors are mainly manifested in classroom interaction difficulties,weak self-class behavior management ability,difficulty in participating in classroom learning,poor learning effects,and frequent problem behaviors.In classroom interaction,peer interaction is dominated by passive accepting behavior,weak in accepting help,and weak in responding to peer reminders;in teacher-student interaction,it shows weak response to name calls,less effective interaction behavior,and high frequency of repeated teacher speech behavior.In terms of adapting to the classroom rules,students with autism have the worst performance in sitting and resting;the frequency of reading together and following is relatively high;the expression of hello and goodbye is mainly passive expression,and the expression after the teacher prompts it;in terms of queuing behavior,high The performance of the segment is the best,followed by the middle segment,and the lowest segment.The performance of attention is mainly reflected in the two aspects of listening carefully without interference and paying attention to the content of the classroom.When performing language narration activities and collective participation activities in the classroom,both exhibit short maintenance time,poor effect,distracted attention,and difficulty.Pay attention to classroom content.In terms of behavioral norms,the behavior of sitting in a seat in the classroom shows that the high section lasts the longest in time,followed by the middle section,and the low section maintains the shortest time;in the synchronization of activities with the classroom,following teacher instructions,In terms of keeping quiet,it shows a higher correlation with the type of classroom teaching content,difficulty,time and the degree of cognitive impairment of students.Participation in class generally shows poor initiative,mainly passive roll call participation and taking turns.In terms of homework test ability,it is generally shown that mechanical memory tasks are completed well,requiring conversion thinking,imagination,and innovation ability.Cannot be completed.The classroom effect showed poor initiative in completing teaching content,participating in exercises,and completing homework.Passive participation was dominant,and the completion effect was poor.Problem behaviors occur frequently and frequently,and have strong relevance to the environment.When their needs are not met or understood,students with autism are prone to exhibit extreme emotions and dangerous stereotypes.Studying the classroom adaptability of autistic students,understanding the classroom behavior and learning effects of autistic students,analyzing teacher education measures and educational results,and discovering that through positive behavior support,turn-based teaching method,and social story method,the autistic students are early and late There are significant differences in class adaptation behavior changes.The study found that through home-school cooperation,the environment setting can follow the principles of contextualization of learning environment,harmony of interpersonal environment,standardization of sports environment,clear division of regions,and diversification of activity environment,so as to support the adaptability of autistic students with the greatest ability.The development of autism provides students with a good learning and adaptation environment;there are generally large differences between individuals in autistic students,and schools should establish an effective early evaluation system;schools should pay attention to formulating effective individualized education plans for autistic students;teachers should make Effective education design,continuous recording,reflection,and discussion in education and training,so that students with autism can get more scientific,clearer,more targeted education support;schools must establish an effective evaluation system,and schools can follow the evaluation The standard knows how autistic students do,and guides autistic students to learn how to adapt to the classroom to learn.