Preface
Let parents no longer rely on special education teachers
Hello, parents and friends. Recently, Xiaodai has been doing training and sharing all over the country. Many parents generally report a question. Why is my child's performance in the organization so good? The comparison of various data and indicators is positive. Once I get home, it seems that intervention is completely useless! The whole family is jumping around! Of course, there may be some institutional intervention methods or inappropriate strategies. This article will not analyze and comment on this situation. Today, Xiaodai would like to talk to you. A question that everyone has always worried about is how to complete the intervention of autistic children at home? The length of this article is relatively long. Xiaodai hopes to tell it as comprehensively as possible. Friends in need can collect it first and read it back later. I believe it will be helpful to you.
Before starting the main text, Xiaodai shared a training scene this summer. In July of this year, Xiaodai did an activity for older children and had a deep exchange with the parents of several older children. One of the nights was Xiaodai giving everyone autism intervention training. At the training site, different parents had different performances. A mother responded to her WeChat messages throughout the process, and occasionally there was a voice to reply...One of them was a dad who had flown from Tianjin to Guangdong. Holding the mobile phone memo is recording. The two mothers that impressed Xiaodai most were the two mothers: a mother with three children, who took the time to come to this event when she had to deal with family affairs every day, and borrowed pen and paper from the staff for temporary records... .. There is also an Asperger’s mother who wrote down almost every page of my PPT and oral case...
is here to share the on-site situation of this training, just to tell everyone, Parents and friends must maintain a certain sense of self-learning and reserve some knowledge. As a special education teacher, Xiao Dai can deeply feel the confusion, helplessness, even pain and despair of the parents, and can also feel the parents' expectations of the institution. However, the children only spend a few hours in the organization every day. What is important is that after the children leave the organization, what kind of mentality should we maintain, what can we do, and what should we do?
solves these problems. It is my original intention to write this official account. From the perspective of children's intervention, the self-learning and growth of parents and friends can help our children more effectively. From an economic perspective, you can do whatever you want. The price of tens of thousands of trainings is not cheap. This may sound like breaking my own job, but Xiaodai always believes that a good teacher means that children no longer need teachers; a good coach means that students no longer need retraining after passing a series of lessons. ; A good special education teacher is to let parents no longer rely on us. This is also the purpose of this official account.
一
recognize the core defects of children with autism
So now we officially start our text, first of all, we need to understand a very important fact: the golden treatment period after the diagnosis of autism children is not long, usually at the age of 6 It used to be prime time. In the short three to four years before entering elementary school, if we can grasp the core defects of autistic children, we should be able to pick out the priority intervention targets, which will have a multiplier effect on our intervention. There are two main core defects of children with autism: shared attention deficit and social tendency deficit.
1
Shared attention deficit
The psychology community thinks that the most worthy of attention is the defect of joint attention (JA). Shared attention can be divided into two forms: response to joint attention (RJA) and active shared attention (initiation of joint attention, IJA). The former can be defined as the child following, responding to, or reading adult eye changes, head turning or finger instructions to infer what others are paying attention to; the latter can be defined as children using eye contact spontaneously for social purposes or intentions , Emotions, gestures, sounds or symbolic communication behaviors guide others’ attention and share experiences.
Whether it is IJA or RJA, it is related to paying attention to people, and the use of shared attention needsPay attention to the reaction of people or facial expressions . Generally, children start to develop shared attention when they are 9 to 18 months old, and they begin to coordinate their interactions and share their attention between adults and objects. Toddlers will pay attention to where the adults are looking (following their eyes), use objects (by pointing objects, displaying objects, and giving objects), try to expand their social interaction with adults, and refer to adult expressions, tones, movements, etc. (Social reference), learn how adults use objects (imitation learning), and start to learn to guide adults' attention and share objects for adults to see.
2
Social Tendency Ability Defects
Social Tendency refers to children's spontaneous directional response to social stimuli that occur naturally in the environment, such as sound, eye direction, face, gestures and other stimuli. The social tendency should be the ability of infants and young children to develop as soon as they are born. For example, newborns have a tendency to pay attention to human faces and human voices, and will imitate the expressions of human faces, and will have a responsive smile after three months . Lack of social orientation ability will limit children's early social experience and affect the subsequent development of social cognition.
social tendency ability is the ability to pay attention to and process facial information for social interaction adjustment, including four behaviors:
(1) social referencing: continuous attention to other people’s faces;
(2) shared attention Strength: Mosconi et al. incorporated shared attention into social trends to assess the early behavior of children with autism.
(3) name trend: pay attention when hearing one's name;
(4) social smile: respond to others' smiles to share joy.
3
Early healing goals for core defects in children with autism
After understanding the two core defects, let’s take a brief look at the early healing goals for children with autism. These are also some indicators that we need to pay attention to in home intervention:
( 1) Actively pay attention to the actions of adults.
(two) can actively laugh at adults.
(three) can actively imitate the actions of adults.
(four) can actively look at the adult’s face and look at the adult’s eyes.
(5) Can use physical movements (including giving instructions and fingers) to seek assistance or make requests to adults.
(6) can use actions, sounds and other behaviors to attract adults' attention to themselves.
(seven) can follow adult finger instructions at close or long distances.
(eight) can guide the attention of adults with fingers.
(nine) can take the initiative to show things to adults.
two
family intervention principles and strategies
differs from general special education and treatment fields in that home life itself is the content of teaching activities, and daily routine activities are interactive connotations, which belong to natural situational teaching intervention. Natural situation teaching emphasizes and attaches importance:
(1) Life must be meaningful: Do not carry out meaningless and non-functional repeated training, we must focus on the life activities carried out with children.
(2) Arrange the environment: increase the opportunities for children to interact with their parents.
(3) Follow the children: follow and participate in the children's life interests and choices.
1
Starting from the implementation of routine activities
we can divide routine activities into games, care activities, and individual needs activities in the context. These activities generally refer to all life activities such as playing, eating, bathing, putting on and taking off clothes, and changing diapers. Because routine activities are predictable, functional, and appear in large numbers every day, it is easy to interact with children in large numbers. It is the best platform for establishing children's social trends and shared attention.
Parents can first construct the routine of daily life activities, so that children can establish a daily life organization in a regular life, and let the children learn the process of the event. Take eating as an example: the adult invites the child to sit on a chair, wrap the child in a bib, and then take out the food for the child to start eating. Adults can sit in front of the children, eat together or share the food in their hands. After the meal, they say: "Ah, I'm full!" Then wipe their hands with toilet paper.
2
Moderate interruption after constructing the law of social activities
Interruption in some form at a predetermined time, then the child will be activeRequest or communicate. When parents perform sensory social activities, they will find that children are prone to laughter. After these activities become regular, the adult pauses for a while, and the child will look at the adult, make a sound, touch the adult or use other behaviors in order for the adult to continue the game. Actively express his desire to continue playing. Successfully interrupting regular sensory activities can prompt autistic children to use eye gaze, appropriate gestures, or appropriate spoken language to make demands.
For example, help a child to push a swing, and suddenly stop the swing in the middle, and then push the swing when the child looks at you; another example is an adult who tickles the child several times to make fun, and then suddenly stops before reaching the child’s neck to tickle , Wait for the child to take the initiative to pull your hand or look at you, then scratch his neck. Interruption techniques can also be used in routine activities. For example, when the child wants to eat a cookie, the child reaches out to take it, and the mother does not give it immediately after holding the cookie. The cookie is not given until the child spontaneously looks at the mother. The child has been able to spontaneously point his finger at the picture, but he has not looked at the adult. The adult may not name it temporarily and wait for the child to look at the mother. The adult will immediately name the picture, which can also induce the child's finger pointing and look at the adult.
3
Planning an environmental space that can enhance interaction
interacts with children in natural situations. Under the principle of mastering children's motivation and interests, children's responsive shared attention behaviors increase significantly. In daily life, preparing and providing the favorite items, activities and toys of autistic children will increase the motivation of autistic children to respond to environmental and social stimuli, and help children to share socially.
To attract children’s social attention, adults must find the best environment and location for their interaction with their children, so that they have the opportunity to face-to-face with their children, put themselves in the focus of their children’s eyes, and let children notice themselves at any time. For example: sitting on the floor and playing toys with the child, letting the child sit on the high chair while eating, helping the child dress in front of the child. Reducing the interference factors in the environment, such as turning off the TV and taking away unnecessary toys, is also an important way to increase children's attention to others.
4
Interact in a way that is rich in emotions
Children with autism are easily distracted, and they are not very interested in people. Adults have to use various methods to attract children’s attention to themselves and ignite children and adults together Motivation to play.
If parents use exaggerated tones, rhythmic sounds, interesting situations, or use a lot of body movements, rich facial expressions, and a lot of smiles, they will more easily induce children to look at adults and enhance their social orientation ability . Adults exaggerating their interactions can also help children interpret social situations. For example, when the ball falls to the ground, the adult makes a sound of "dong~~dong~dongdongdong" according to the frequency of the ball bounce to describe the current activity; or when the child lifts the food to us, we make a happy and delicious meal Expressions, these can increase the motivation of children to actively look at adults.
5
Follow the children's activities first and then expand.
Adults can synchronize with the children's actions to build a common activity between the child and the adult, and increase the child's chances of participating in activities. When children focus on activities and behaviors they are interested in, adults can first follow or join the games the children are engaged in. The children will lead the activities, or imitate the children's spoken or non-verbal behaviors, which will increase the child's attention to the adults.
When a child notices an adult, he can expand a new game step. For example, the child is arranging cars, and the adult joins his arrangement with the car, and then it becomes an arrangement racing game. After constructing a common activity, adults can strengthen shared attention in the activity. For example, point out that the car is under the table and let the child find the car he likes according to the instructions of the finger; another example is to hold two cars in the hand and let the child reach out and point out the car that he wants.
6
A large number of demonstrations of non-verbal communication methods
Autistic children also need a lot of demonstration and guidance by adults. When interacting with children, adults should first reduce the number of spoken questions or commands, use more non-verbal expressions, gestures and actions, point out or show the children’s needs, and demonstrate non-verbal communication.
For example, a child wants to drink juice and walks towards an adult holding a cup. The adult deliberately shows milk, points the milk with his finger, shakes his head or verbally expresses that he does not want milk, then shows off the juice, points to the juice, and nods or verbally indicates that he wants juice. Under the strong motivation of the child’s needs,Adults can have more time and frequency of finger juice, and wait for the child to imitate the adult to point out the juice, and gradually construct the child's spontaneous finger instruction.
Conclusion
One day, we will let go of our hands.
The above is today's brief sharing content about family intervention. In actual operation, we still have a lot to pay attention to and learn from, but due to space reasons, I can't write too much. The family is the most important training place for children with autism, and it is also the "practice field" where our children finally enter the society. However, whether it is an ordinary child or a pedigree child, whether we use the term family education or family intervention to explain, the interaction between children and their parents in the family can greatly affect our children. What
is different may be that our children's functions are objectively different, but the same is that one day, when we have to let go of our hands, we will always have the moment when we cannot accompany them. How to enable our children to better grow and adapt to society is what all parents need to learn and work hard on. I hope Xiaodai can bring you a little help today, and hope that you will never need Xiaodai again.
I am a little foolish
who focuses on integrated education
