Behavioral intervention in preschool art education for children with autism

Abstract

Background

In recent years, the world has increasingly focused on a specific group of children with autism. With the rapid development of special education in China, behavioral intervention and rehabilitation training for children with autism have become an important challenge in the field of special education. Many experts and scholars at home and abroad have researched the treatment of autism from various fields, proposing the possibility that art education can provide behavioral intervention for children with autism.

Subjects and Methods

Individual and collective interventions were conducted on 5-year-old children with autism as experimental subjects. The individual intervention plan utilizes the round-robin teaching method in Applied Behavioral Analysis (ABA) to teach painting skills to children with autism. The collective intervention involves integrating children with autism into a class of 40 children for art teaching. And use the Autism Treatment Evaluation Checklist (ATEC) to evaluate pediatric patients before and after art education behavioral intervention.

Results

The ATEC scores of patients before art education behavioral intervention were 18 for language disorders, 33 for social disorders, 21 for perceptual disorders, and 33 for physical behavioral disorders. The ATEC scores of patients after art education behavioral intervention were 12 for language disorders, 24 for social disorders, 19 for perceptual disorders, and 29 for physical behavioral disorders.

Conclusions

The ATEC score results before and after art education behavioral intervention showed a significant decrease, indicating that early childhood art education behavioral intervention targeting autistic children has a positive effect.