Analysis of the Intervention Effect of Positive Behavior Support (PBS) Art Education on the Psychological Characteristics of Autistic Adolescents

Ying Lai

doi:10.54691/bcpssh.v16i.464

Authors

Ying Lai

DOI:

https://doi.org/10.54691/bcpssh.v16i.464

Keywords:

Autism; Education; Positive Behavior Support; Special Education.

Abstract

Art education is an essential part of basic education. For teenagers with autism, the art curriculum can play an important role in aesthetic ability and stress relief. Finding a relatively reasonable curriculum evaluation method is the common expectation of art educators in the field of autism. This study tries to find out the current differences between "teaching" and "healing" in academic circles. Based on the positive behavior support (PBS) theory, it makes an empirical investigation on Chinese educators who are offering art courses for autism, and establishes an evaluation method for art courses for autism based on PBS theory. The results show that under the positive behavior support (PBS) mode, whether it is task-oriented and relief-oriented, or functional teaching mode/atmosphere teaching mode, it has a significant effect on the pathological psychological characteristics of autistic teenagers. The results are helpful for educators to analyze the strategy of "teaching students in accordance with their aptitude", so that specific psychological characteristics can better match the appropriate intervention measures. The research also makes exploratory analysis of other related variables, and puts forward reference suggestions and prospects for the future development of art education of autism in China.

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