| ObjectiveBy comparing the improvement effects of team teaching method and conventional teaching method on the motor and social ability of autistic children,this study explores the effectiveness of team teaching method on the motor and social ability of autistic children,so as to promote the application of team teaching method in the educational intervention of autistic children.MethodsA total of 33 children with autism were recruited by wechat public account in Nanchang City and screened by ABC Scale.Twenty children with autism aged 7 to10 with scores ≥67 were selected as experimental subjects and randomly divided into experimental group(N=10)and control group(N=10),and the teaching intervention lasted for 12 weeks.In the experimental group,team teaching method was applied to the children with autism.The control group received teaching intervention with conventional teaching method.The Behavioral Assessment Scale for Children with Autism(ABC Scale),Gross Motor Development Test(TGMD-3),Children’s Motor Coordination Assessment Scale,Second Edition(MBC-2),Social Response Scale for Children with Autism(SRS Scale)and Social Communication Behavior Record Form were used as assessment tools.The paired sample t test was used to analyze the improvement effects of the behavior,gross motor development,motor coordination and social communication ability of the children with autism in the two groups.The independent sample T-test was used to compare the differences in behavior,gross motor development,motor coordination and social communication of children with autism between the two groups.Results(1)After 12 weeks of teaching intervention,the total score of ABC and scores of sensory ability,communicative ability,motor ability and language ability of autistic children in the experimental group were significantly decreased(P < 0.05),while the score of self-care ability was not significantly different(P>0.05).In the control group,the sensory ability and motor ability were significantly decreased(P< 0.05),and the total score of ABC,communication ability,language ability and self-care ability were not significantly different(P>0.05).Compared with the control group,there were significant differences in the total scores of ABC,communicative ability and language ability of autistic children in the experimental group(P < 0.05).(2)After 12 weeks of teaching intervention,the total score of TGMD-3 and its displacement movement and object control dimension were significantly increased in the experimental group and control group(P < 0.05),while the total score of TGMD-3 and its displacement movement and object control dimension were not significantly different between the experimental group and the control group(P>0.05).(3)After 12-week teaching intervention,the total score of MABC-2 and the score of fine motor,hand-eye coordination and dynamic and static balance of autistic children in the experimental group were significantly increased(P < 0.05);In the control group,the total score of MABC-2 and the score of fine motor and dynamic and static balance of the hand were significantly increased(P < 0.05),while the score of hand-eye coordination was not significantly different(P > 0.05).There were no significant differences in the total score of MABC-2 and the dimensions of fine motor,hand-eye coordination and dynamic and static balance between the two groups(P < 0.05).(4)After 12 weeks of teaching intervention,the total SRS score and scores of social cognition,social communication and social behavior pattern of autistic children in the experimental group were significantly decreased(P<0.05),while the total SRS score and scores of all dimensions of autistic children in the control group were decreased compared with before and after intervention,but there was no statistical significance.Compared with the control group,the experimental group had significant differences in SRS total score,social cognition,social perception,social communication,social motivation and social behavior style(P<0.05).(5)After 12 weeks of teaching intervention,the average number of eye contact increased from 4.00 to 19.70;The average number of physical behaviors increased from 3.80 to 14.90;The average number of verbal occurrences increased from 2.10 to 6.40.Conclusion(1)Both the 12-week team teaching method and the conventional teaching method can effectively improve the degree of symptoms of children with autism aged 7 to 10 years,but the improvement effect of the team teaching group is better than the conventional teaching group in the aspects of communication and language ability.(2)Both the 12-week team teaching method and the conventional teaching method can effectively improve the gross motor ability and motor coordination ability of children with autism aged 7 to 10 years.(3)The 12-week team teaching method has more obvious improvement effect on the social ability coordination teaching method in children with autism aged 7 to10 years than the conventional teaching method.Team teaching can improve the number of social communication behaviors of autistic children. |
