Establish teaching routines and integrate skill training into functional activities. Teaching activities should be age-appropriate, and help should be provided only when necessary to avoid the gentle "trap" of going too far and over-protecting.

Set the goal of level support, and divide the help to children into different levels of support, from hand-held full-time help, partial action help, action prompt, language prompt to independent completion. Repeated practice helps to strengthen and consolidate new knowledge and skills. This also helps students to migrate and use in the new environment.

Extended data:

It is difficult to exercise, and the physical exercise ability is limited. Dystonia of body muscles is a common phenomenon and a disease. Some children with various diseases are either hypotonic (relaxation), hypertonic (rigidity), or hypotonic and hypertonic coexist.

The elasticity of the body is often related to the individual's mood and behavior.

If you are in a state of anxiety, your movements will become more rigid, and when you are tired, your movements will become more rigid. Therefore, for many children with multiple disabilities, the main problem to be overcome is to gain the ability to control their own body movements and reduce involuntary movements. Some children need to find alternative ways to overcome and compensate the paralysis of a certain part of the body or limb.