轻度智力落后学生社交技能干预的个案研究

Case Study on Intervening Mild Mental-retarded Students'Social Skills

本研究对一例参与普通高等职业教育的轻度智力落后学生进行社交技能的个案干预,采用个人技能训练法、认知行为疗法、积极行为支持法,经过20周的干预,个案与人交谈行为明显改变,主动找人交谈的频次明显减少,交谈的内容不再循环重复.反思干预过程和结果,智力落后成年人的社交行为干预应发展他们的积极独处行为,从生态系统观视角发展积极行为,且积极行为支持是一个长时间持续的过程.

This case study is about intervening a mild mental-retarded student's social skills who is taking higher vocational education.Such methods as personal skills training,cognitive behavioral therapy,positive behavioral support are adopted during the 20-week intervention,and thus this student greatly changes while talking with others.The frequency of initiating a conversation obviously decreases,and the content of conversation is no longer repeated.Rethinking the process and the result of intervention,positive solitary behavior should be developed during intervening mild mental-retarded adults'social behavior.Positive behavior should be developed from the perspective of ecological systems,and the support of positive behavior is a process lasting for a long time.