GIÁO DỤC HÀNH VI THÍCH ỨNG CHO HỌC SINH KHUYẾT TẬT TRÍ TUỆ CẤP TIỂU HỌC THEO TIẾP CẬN SINH THÁI HỌC VÀ BẢN ĐỒ HÀNH VI XÃ HỘI THÔNG QUA NGHIÊN CỨU TRƯỜNG HỢP

Abstract

The report is made based on a case study of intellectually disabled student on adaptive behavior education according to ecological approach and social behavior mapping. The results show that the adjustment of the material facilities environment, psychological environment at home and school along with the use of an appropriate model of social behavior map has a direct impact on 06 groups ofadaptive behaviors. Before and after the experiment, the level of adaptive behavior improved significantly. All six post-experiment adaptive behavior groups were grade moderate to good. The two domains of adaptive behavior with the best improvement are conformity (implementing classroom rules and regulations) and socialization domains. Four domains: Self-direction; social behavior; Stereotyped and hyperactive behavior; Disturbing Interpersonal Behavior after testing was all good. The research results show that the frequency, degree of environmental adjustment, used social behavior mapping sample have a direct influence on the level adaptive behavior of students with intellectual disabilities in the family and classroom environment. The adaptive behavior education for students with intellectual disabilities according to the ecological approach and the social behavior mapping is completely grounded and feasible to be widely deployed on students with intellectual disabilities of primary school.