Study On The Intervention Of Social Story Method On Peer Communication Behavior Of Children With Intellectual Disabilities

"Curriculum Standards for Compulsory education in schools of Intellectual Cultivation(2016 edition)" emphasizes that "life adaptation courses must help students better understand themselves and deal with the relationship between themselves and others and society.The Guidelines for the Quality Evaluation of Running a School in Special Education issued by the Ministry of Education in 2022 also stress that social adaptability is a key indicator for the appropriate development of children with special needs.It can be seen that interpersonal skills and social adaptability play an important role in the development of special education students.Peer communication is an important part of interpersonal communication and an important way of individual socialization.Its development level affects the development of individual interpersonal skills and social adaptability.There are many problems in the communication behavior of children with intellectual disabilities.Effectively improving their communication behavior can help them improve their peer communication ability,establish a good peer relationship,and promote the good development of their social behavior and social cognition.Social story method is a cognition-based social ability intervention method.At present,many scholars have proved that it has a good effect on the problem behavior intervention of children with intellectual disabilities.In order to explore the intervention effect of social story method on peer communication behavior of children with intellectual disabilities,two students with mild intellectual disabilities were taken as the research objects.The cross-behavior and multi-probe design of single subject experiment was adopted,and the four target behaviors of the two subjects were interfered with by using social stories composed by researchers for a period of three months.The research process was divided into three stages: baseline period,intervention period and maintenance period.After the experiment,visual analysis and C statistical analysis were mainly carried out on the research results,and the following conclusions were drawn: The social story method can effectively improve the peer interaction behavior of children with mild intellectual impairment,and has good immediate and sustained effects.Self-written social stories have positive effect on improving peer interaction behavior of children with mild mental impairment.In view of the above conclusions,the researchers put forward research suggestions from two aspects of increasing the attention to the peer communication behavior of children with intellectual disabilities and strengthening the application of social story method,hoping to further enrich the theory and practice of the application of social story method to improve the ability of special children,and provide new practical exploration for the teaching methods of children with intellectual disabilities.