The Intervention Of Social Story Method On Understanding Of Situation-based Emotions In Children With Autism

Understanding of situation-based emotions is the basic content of emotion understanding,which is the ability to correctly identify others’ emotions in a specific situation.Emotional disorders are common in children with autism.In daily social interactions,they have difficulty understanding and judging the emotions of others,which makes them unable to participate in interpersonal and social interactions.At present,there is no unified conclusion on whether children with autism have defects in understanding of situation-based emotions,and the characteristics of understanding of situation-based emotions in different sensory channels and different emotional situations are controversial,which needs to be confirmed by further research.In this study,the intervention method of social stories is selected.Compared with other intervention methods such as picture stories,the story content is in line with children’s personal experience,which is conducive to children’s understanding.In addition,most of the past studies have applied social story method to the intervention of autistic children in the field of problem behavior,life skills,language communication and other fields,but few studies have applied it to the field of emotion,and the intervention effect on situational emotional ability remains to be discussed.Therefore,this study uses social story method to further explore the effectiveness of its intervention on the situational emotional understanding ability of autistic children and the advantages of social story method in the actual intervention process.In this study,two studies were designed.In the first study,2(subjects: autistic children,ordinary children)×3(emotional situation type: happy,sad,angry)×3(sensory channels: A three-factor mixed experimental design of single visual channel,single auditory channel and audio-visual integration channel),namely,three kinds of situational stimulus materials were made around happy,sad and angry emotional situations,including single visual context video,single auditory context audio and audio-visual integration audio context video,to explore the characteristics of situational emotional understanding ability of children with autism.The second study was to conduct an intervention study on the situational emotional understanding ability of autistic children with social stories.Cross-context and multi-probe experimental design was adopted.A child with mild autism in a special education school in Zibo City was selected as the research object.In order to explore whether social story method can improve the situational emotional understanding ability of children with autism.This study draws the following conclusions:(1)The understanding of situation-based emotions ability of autistic children was significantly lower than that of ordinary children.In terms of sensory channels,the situational emotion comprehension ability of children with autism in the audiovisual integration channel was significantly better than that in the single auditory channel and the single visual channel,and the situational emotion comprehension ability in the single visual channel was significantly better than that in the single auditory channel.In terms of the types of emotional situations,autistic children’s emotional understanding ability of happy situations was significantly better than that of sad situations and angry situations.(2)The use of social story intervention can improve the situational emotional understanding ability of children with autism,and the intervention can play a good immediate and sustained effect.Among them,presenting social stories in the way of audio-visual integration can produce better intervention effects.