A Study On The Development Of School Adaptability Of Autistic Children Based On Positive Behavioral Support

With the development and advancement of integrated education in our country,more and more special children are enrolled in ordinary schools to receive education,resulting in the emergence of students who attend special education schools presenting moderate-severe and multiple disabilities.The characteristics of these students make them pay more attention to the cultivation and development of adaptability and self-care ability in the requirements of learning content.Take the author’s practical work experience as an example: the newly enrolled first-grade students have not received systematic school collective education before entering the school,and most of them are autistic students accompanied by certain problematic behaviors.When I first entered school,I did not adapt to the school life and rules,which had a certain impact on the development of individuals,teachers’ teaching and class discipline.Therefore,how to cultivate the adaptive ability of first-grade students with autism through a series of methods is a research problem with important theoretical significance and practical value.Based on the concept of positive behavioral support,this study selects a class as the research object through investigation,action research and interview research,and focuses on the autistic students in the class.It analyzes the current situation of the newly-built special education school to cultivate students’ adaptability to school.In addition,it is expected to use the primary-tier interventions supported by positive behaviors within the school to cultivate students’ adaptability to school,explore and develop group-oriented intervention models in newly built classes of special education schools,and improve the level of group good behavior.At the same time to improve the special education teachers teaching ability and class management level;Finally,the paper puts forward some guiding suggestions and achievements to promote the development of schools and the construction of new classes,and provides suggestions for the development and management of new classes in special education schools.The results are as follows:1.Establishing an intervention model based on school environment can effectively improve the school adaptability of newly enrolled autistic students.2.The close cooperation among school management,class teachers and class teachers is the main factor affecting the improvement of school adaptability of autistic students.3.Home-school co-education is an effective means to promote the development of students’ ability.