A Case Study Of Positive Behavior Support Classroom Shouting Behavior Interventions For Children With Autism

Autistic children have problematic behaviors in the classroom,which seriously interferes with the classroom order and disrupt the normal learning activities of the class.Therefore,targeted training and intervention is needed for them.Functional behavior assessment is an assessment method to collect and analyze precursor events,behaviors and consequences of behaviors,and then determine the function of problem behaviors.Positive behavior support is an intervention method to reduce problem behavior and promote positive behavior.Research shows that positive behavioral support based on functional behavioral assessment is an effective method to intervene in classroom problem behaviors of autistic children.Few scholars have studied the effect of positive behavioral support on classroom shouting behavior of autistic children.Therefore,this study will use functional behavior assessment to determine the classroom shouting behaviors function,and use positive behavior support to intervene in classroom shouting behavior of autistic children.In this study,three autistic children with severe classroom shouting behavior were studied using a multi-baseline cross-subject experimental design.In study 1,functional behavior was evaluated by indirect assessment,direct observation and experimental functional analysis,and it was determined that the function of classroom shouting behavior of subject 1 was to obtain substantive things and escape tasks;the function of classroom shouting behavior of subject 2 was to obtain others’ attention and obtain substantive things;and the function of classroom shouting behavior of subject 3 was to obtain others’ attention and escape tasks.On this basis,in study 2 takes positive behavioral support as independent variable,classroom shouting behavior as dependent variable,and develops positive behavioral support schemes and interventions for three subjects from four aspects: former event control strategy,ecological environment improvement strategy,behavioral teaching strategy and consequence handling strategy.The results show that positive behavioral support has a significant effect on classroom shouting of autistic children.The conclusion is as follows:(1)Functional behavior assessment can more accurately determine the function of classroom shouting behavior in children with autism;(2)Positive behavioral support is effective in classroom shouting intervention for autistic children;(3)Positive behavior support program has good social validity.