The acquisition of social rules plays a crucial role in the development of adaptive behaviors in preschool children with autism.Prompting strategies initiated and planned by adults can mitigate the negative effects of social cognitive deficits caused by the disorder for children.This study focuses on three rehabilitation teachers in a classroom for children with autism,examining how teachers use verbal,visual,and physical prompting strategies to help children acquire social rules during collective activities,area games,and individualized training in the kindergarten.It analyzes the key points of implementing these prompting strategies and the theoretical support behind them.It is advisable to focus on implementing educational rehabilitation strategies based on individual differences,pay attention to improving teachers'professional capabilities through kindergarten-based research,and strengthen the collaboration between family and kindergarten to promote the transfer of social rule learning.
children with autismrule acquisitionsocial adaptationprompting strategies
维普
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