In addition to the core social barriers, many of our children with autism also have language barriers. For autistic children with different language abilities, our training focuses are different.
[No language stage]
The focus of training at this stage is: imitation, non-verbal comprehension and understanding of expression, spoken language (words).
For children who have no communication intention, we need to arouse the children's communication motivation and imitating ability. For children who use crying to communicate, we must strengthen their understanding and imitating abilities, and try to communicate that can replace crying. For children of this type who use gestures to communicate, we need to strengthen their comprehension and imitation ability. When using gestures, we should appropriately add eye expressions and expressions.
[Intermediate language proficiency stage]
For children with autism with medium language ability, our training focuses on increasing vocabulary, lengthening sentence length, and increasing the opportunity to create language. It is necessary Time assistance.
[Advanced language ability stage]
For children with higher language ability, our training focuses on the understanding and execution of more complex sentences or paragraphs (story, etc.), as well as improving dialogue expression skills.
The focus of improper grammar training is that we must demonstrate correct grammar, strengthen the use of different sentences, and avoid the rigidity of language expression.
express sentences that are too short to express paragraphs. We need to help children increase their language organization ability, train different connectives, and increase their expressive ability.
I don’t understand that symbolic language is the weakness and shortcoming of children with autism. We must work hard to help children understand different symbolic languages, such as metaphors, idioms, and satire.
For children with weak dialogue skills, dialogue training and social training need to be strengthened.
Another thing is that the language of our autistic children is basically non-emotional. This requires us to demonstrate randomly for guidance.
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