EDUCATING ADAPTIVE BEHAVIOR FOR STUDENTS WITH INTELLECTUAL DISABILITIES IN PRIMARY SCHOOLS BY SOCIAL BEHAVIOR MAPPING APPROACH THROUGH A CASE STUDY

EDUCATING ADAPTIVE BEHAVIOR FOR STUDENTS WITH INTELLECTUAL DISABILITIES IN PRIMARY SCHOOLS BY SOCIAL BEHAVIOR MAPPING APPROACH THROUGH A CASE STUDY

Vu Duy Chinh vdchinh@sptwnt.edu.vn Nha Trang National College of Pedagogy Nguyen Xien street, Nha Trang city, Khanh Hoa province, Vietnam
Summary: 
This paper presents the results of a case study of a student with intellectual disabilities on adaptive behavior education according to social behavior mapping approach. The results show that the use of an appropriate model of social behavior maps has a direct impact on six groups of adaptive behaviors which is significantly improved in terms of its level after the experiment. The two domains of adaptive behavior with the best improvement are conformity (following classroom rules and regulations) and socialization domains. All four domains, including self-direction, social behavior, stereotyped and hyperactive behavior, and disturbing interpersonal behavior after testing reached a good level. The research results show that the application of social behavior mapping sample in educating adaptive behaviors for students with intellectual disabilities is effective to widely implement in primary schools.
Keywords: 
Adaptive behavior
adaptive behavior education
intellectual disability
social behavior mapping
Refers: 

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