A Case Study On Promoting Peer Communication Ability Of Children With Mild Intellectual Disability By Using Social Picture Book Intervention

Peer communication has irreplaceable value for psychological development.However,children with intellectual disability have difficulties in acquiring peer communication skills and maintaining peer relationship due to their physical and mental development defects.Therefore,this study took 2 children with mild intellectual disability（IQ: 50～69）as research participant,designed the intervention program with social picture books,explored how to use picture books to teach the peer communication skills of children with intellectual retardation,and provided effective countermeasures and practical guidance to promote the peer communication skills of children with intellectual disability.The A-B-A study design in the single-subject study method was used,the whole study lasted for 12 weeks,including 2 weeks of observation,8 weeks of intervention and 2 weeks of maintenance.During the intervention period,the intervention was designed twice a week with one picture book,each intervention lasted for 35 minutes,and a total of 16 times of intervention.In the course of the study,by comparing the changes in the pre-test and post-test data of the peer communication scale,visual analysis and c-statistics in simplified time series analysis of the occurrence percentage of peer communication behavior in the baseline period,intervention period and maintenance period,combined with the interview data of teachers and parents,the following findings are obtained:（1）The picture book intervention program used in this study can effectively promote peer communication ability of children with mild intellectual disability and has a certain maintenance effect;children’s peer communication ability is improved in social initiative,verbal and non-verbal communication ability,social barrier and prosocial behavior;at the same time,the percentage of peer communication behavior increases;however,the intervention effects of picture books on different individuals and different dimensions of peer communication ability are different;（2）The promotion effect of picture book intervention on the peer communication ability of children with mild intellectual disability is influenced by both positive and negative factors: positive factors include the precise assistance provided by teaching assistants,the suitability of picture book selection,the combination of picture book content and appropriate teaching strategies,etc.;negative factors include cognitive limitations and social scene limitations of children with intellectual disability,etc.