Autistic children? You, me and him? 1 teaching method
? You, me and him? Children with normal personal pronouns may only need a few minutes to learn it.
However, just these simple words are one for autistic children. A nightmare? No matter what the function of autistic children is, most children can't fully grasp it. You, me and him? The meaning of these personal pronouns.
This has also brought a lot of troubles to the lives of autistic children.
Teaching autistic children to use your, my and his names correctly has also become the primary task of most parents with autism.
Autistic children? You, me and him? Teaching method based on
Tools/raw materials
All you need is a child, two parents, and a TV set (playing programs that children like to watch, such as Qiao Hu).
Methods/steps
Parents are training their children to use personal pronouns? You, me and him? It is best for three people to sit together and discuss a topic that children like. For example, children like to watch smart tigers. Which one can parents use? You, me and him? Not titles or names.
Like what? I like Qiao Hu? When talking? Me? , patting his chest and saying? Me? When it's his turn, put the child's hand on his chest to remind him? I like Qiao Hu? .
In daily life, try to let him use it? Me? Not his own name when he needs it? Me? Just put your hand on his chest, remind him and give him time (2 or 3 seconds) to wait for him to say? Me? Or give the child a hint when necessary, but in the end, I must say that if the child doesn't help himself, I am successful.
After the first step is successful, the same method will enter the next stage.
Continue this game, two people chat, what does the baby like? Let the child answer? I like Qiao Hu? Pointing to another person, he said, What does he like? Guide the children to say? He likes Qiao Hu? Guide children to speak successfully? Him? .
Finally, in the same way, proceed? You and me? The conversation between us.
Gradually guide the children to say? You, me and him? And understand the appellation relationship between you, me and him, but remind parents that the most important point should not be ignored, that is, whenever the child is right, don't forget to give the child appropriate encouragement and reward.
Because, sometimes, appropriate rewards will also be the motivation for children to continue playing games.
What is the educational method for children with autism 2.
The education of children with autism is difficult to communicate because of the language development of autism, but as long as it is discovered and intervened early, it will be more helpful to improve.
Let's put aside some abnormal behaviors of autistic children. Autistic children lack learning ability as well as normal children. The lack of these learning abilities is usually the biggest obstacle to their study and the crux of their abnormal behavior.
So, what is the educational method for autistic children?
First, create a suitable learning environment.
1. Adjust the family's mentality
2. Relieve family pressure
When the average family learns that their children have autism or autism, it often causes tangible and intangible pressure, usually anxiety.
Nervous.
Helpless, even blaming yourself or your family, is meaningless to solve the problem. The child's condition is not caused by his parents. At this time, it is more important to correctly adjust his mentality, regard it as an inevitable reality, unite and cooperate to help children, face problems together and solve problems.
3. Create a learning environment suitable for children.
Guidance.
When training autistic children, we should flexibly create suitable learning situations to induce their learning motivation.
Secondly, teaching methods and skills.
In the education of autistic children, when learning new things, autistic children will resist normal learning methods and be indifferent to new things. When the instructor's method is inappropriate, children are prone to inappropriate behaviors, including losing their temper, being unable to express their emotions or hurting the instructor. If these behaviors occur frequently or with great intensity, it will interfere with their study and training, and the effect will be discounted. What should we do?
1. Use children's favorite visual toys or dependent items as bait to help children cooperate.
2. Try to give guidance.
The training plan is divided into several small parts and studied one by one.
3. Instructors should speak in a firm tone, with a loud and slow voice and clear instructions.
Simple, don't let them complete two instructions at the same time.
4. rewards and punishments should be clear, and it is best to have clear rewards and punishments.
5. Overlapping stepped reinforcement.
There are several methods commonly used in the education and training of autistic children: aversion method.
Hugging method.
Interactive method.
Game method.
Behavior law.
Cooling method, etc.
Different from normal children, autistic children have strong imitation ability and corresponding communication ability, so the selection of teaching materials and the requirements to be met should be a gradual process, usually from easy to difficult, from simple to complex, and repeated reinforcement to help autistic children improve their learning ability.
In the guidance.
When training, the instructor should understand: the education of autistic children.
1. Whether a child can listen, whether it is understanding sentences or instructions, can be learned from daily life or tested in the hospital.
2. What if? Listen. No problem. Children's pronunciation depends on their ability to form sounds, which is related to the development of brain sensory and motor functions.
Because sensorimotor functions control vocal organs, including the chest.
abdominal cavity
The operation of vocal cords and the assistance of jaw and tongue.
Head.
Teeth.
The anastomosis between lips.
Therefore, the training of sensory movement is also very important. On the basis of sensory and motor training, the coach carries out language training and behavior training, and the effect is good.
Structural teaching method suitable for autistic children 3
I. Learning environment and textbook compilation:
The layout of learning environment and the compilation of teaching materials have great influence on the learning of autistic children. Even the placement of desks, chairs and cabinets in the learning environment may affect children's learning ability and behavior problems.
Because autistic children usually lack the ability to organize their own behavior, they don't know what to do at this time. Do what? Because of their difficulties in language understanding, they usually can't understand the teacher's oral orders.
Therefore, if the learning environment can be specially arranged so that they can know when and where to do what without language communication, the confusion caused by some language barriers can be avoided naturally, and parents can save energy without reminding or ordering students repeatedly.
In addition, for some students who are particularly vulnerable to interference, it is also necessary to give appropriate isolation in the learning environment.
When arranging students' learning environment and compiling textbooks to be used, there are several principles that should be paid special attention to:
1. Not every student needs the same "structure". For those students with low function and poor self-control, parents or teachers should give them more structures (more hints, more isolation and restrictions).
2. It is best not to set the place where students attend classes or study near the mirror or window.
For some children who are easily disturbed, use curtains or cardboard as much as possible to isolate the interference from foreign objects. In addition, if the problem of space placement in the home cannot be solved, the wall is actually a good isolator. Pointing students' desks against the wall can avoid some unnecessary interference.
In addition, it is best to have cabinets or bookshelves in the study place to store the teaching materials that students need to use for the convenience of students.
3. It is best to have a clear boundary between the study place and other places, so that students can easily distinguish them.
When necessary, teachers can use colored tape, bookcases and even tables and chairs to delimit different areas.
In addition, it is best to fix the place of class and don't change it frequently.
4. The textbooks used should be clearly marked according to the students' understanding. Some textbooks are for teachers only, while others are for students. The textbooks assigned to students should also be placed next to the students' desks and chairs, so that students can easily get them.
In addition, it is necessary to have a specific area (such as cabinets, baskets or schoolbags) for students to put their completed homework.
Second, the Schedule (schedule)
Curriculum timetable is also one of the "classroom structures" that autistic students need.
Due to the obstacles in language understanding, lack of connecting memory ability and vague concept of time, a clear and consistent timetable can help students understand the order and time of activities in a day.
Such a curriculum can alleviate students' anxiety about the future and help them to smoothly transition from one activity to another.
Moreover, if the student's willingness to learn is not high, he will be more motivated to complete the difficult activities when he finds that the difficult activities in the course are enjoyable.
Curriculum can be simply divided into two types. The first is the so-called "group schedule", which shows the time of general activities in a classroom or institution. General kindergarten activities are:
8:00-8:30 free time,
The flag will be raised from 8: 30 to 9: 00, and classes will start from 9: 00 to 9: 40 (1).
Snacks at 9:40- 10:00,
10:00- 10:20 outdoor activities,
Class time 10:20- 10:50 (2),
10: 50-11:00 Get ready to go home.
It's best to stick such a schedule in a corner of the classroom so that autistic students can see it clearly and remind him of the time and order of activities.
If possible, the teacher should explain to the students in the morning group time. It should be noted that not all students can understand the meaning of words, so teachers or parents can present the order of courses through pictures or objects (Figure 1).
In order to let students know what individuals should do in their personal time in group courses, another timetable called personal worksheet can be used to "structure" students' learning. The most important thing about this personal worksheet is to master the principle of "personalization", that is, it needs to be set according to the students' abilities and needs, such as whether it is suitable for the age, whether the difficulty is moderate, and whether it meets the students' understanding and acceptance.
Similarly, for people who can't understand words, you can use colors or pictures to make personal worksheets (Figure 2).
Note: The mouth on the chart is for students to indicate after each activity (enough playing or stars), let students know that the activity is over and remind them what the next activity is and where to go.
Note: On the left is the student's work basket, which is clearly marked (sequence 1, 2, 3, or content), and on the right is the so-called "personal worksheet", which also clearly lists the order of homework that students need to complete and the enhancements (puzzles, planes or cars) that can be obtained after completing these homework. Four different worksheets also depend on his personal ability.
If teachers can use clear and consistent courses, it will make the whole classroom activities smoother, and avoid repeated reorganization or planning time in teaching, so it will save some time and really teach students.
In this way, it is easier for students to develop the ability to work independently and follow the plan.
When designing classroom courses, teachers need to consider the following questions:
1. Does the course arrangement make all the teachers in the class clearly know the students he will face at a certain time and the responsibilities he will bear?
2. Does the course of the day include individual work, group work, or sports time? Pay equal attention to morality, intelligence and physique?
3. Does the personal work and rest take into account the individual needs of students, such as whether the homework given is moderate? Is the difficult topic followed by the easy one? And is the frequency of reinforcement enough to stimulate the motivation of learning? Do students have enough rest time between activities?
4. Does the arrangement of group courses help students to move forward smoothly in activities and activities? Students know which corner to go to. Do what?
5. How do you tell students the end of one activity and the beginning of another? Ring the bell? With tambourines? Or a verbal order?
6. Does the presentation of the course (words, pictures or graphics) meet the students' understanding? In other words, do students know the message of the course?
Third, teaching methods Teaching methods are also one of the "structures" of learning. Because autistic children have obstacles in accepting language, teachers or parents need to pay special attention to oral expressions and skills used in teaching if they want to teach autistic children successfully.
"Teaching methods" can be simply divided into "teaching explanation", "teaching tips" and "intensive application".
Whether in explanation or prompt use, it can be presented in oral or non-oral form, and the important principle is to meet the students' understanding level.
When teachers or parents explain their lessons or give orders, it is best to be concise, never ramble and use as little language as possible. Too many languages will cause confusion and students will not know how to adapt.
It is very important for students to pay attention to you before explaining. This doesn't mean that students must look at you with their eyes. Some students show it by approaching, turning their heads or stopping an activity.
In addition, verbal commands should always be accompanied by gestures to help students understand.
In addition, it is worth mentioning that a teacher should also confirm whether the behavioral consequences (what enhancements can be obtained) after completing homework are clearly and systematically informed to students.
As mentioned above, the interpretation of teaching can also be achieved by non-verbal means.
For example, develop a consistent work habit, use charts (1) and drawings, and text (2) and use situations.
Cultivate students' consistent work habits, either from left to right or from top to bottom.
A continuous work project can help students understand how to start or end a job without verbal prompts.
Also, when preparing students' homework, only give them what they need, and don't have extra items.
For example, if you want him to draw, you only need to prepare drawings and pens. If you put too many scissors, it is easy to confuse students (thinking it is paper-cutting).
In addition, the situation is also a simple way to help students understand. Putting the required materials in specific situations can help them understand the progress of their work and follow the work instructions.
For example, students should clean the bathroom and put detergent, toilet cleaner or vegetable cloth in the bathroom, which can help students understand what to do and what to use.
Using charts or text instructions (similar to recipes) can also help students to be more orderly in class or doing homework, but teachers should also pay special attention to it, and it is best not to be too complicated when giving students these visual teaching AIDS.
In addition, students' personal abilities, work skills and habits should also be carefully evaluated and used as the basis for training.
There are several different ways to help or remind students of teaching skills. The first is the "body-to-body assistance method", in which teachers directly use their hands or bodies to drive children to behave correctly.
The second is the "oral prompt method", in which teachers or parents give orders directly in spoken language; The third is "visual cues", such as the curriculum and personal worksheet mentioned above.
In addition, gestures and demonstrations (for students to see for themselves) are also tips.
Prompt giving must be clearly and systematically presented in teaching, and it is best to give it before students make mistakes, and don't wait for students to make mistakes before giving hints, so as to avoid failure and give students the motivation to achieve.
In addition, when tipping students, we should consider whether the tipping is appropriate (neither more nor less).
Too many and too few hints will hinder students' real learning.
Due to the lack of the concept of "parent-child relationship", autistic children usually can't get the motivation to learn from the praise or expectation of teachers or parents.
Therefore, in order to turn "reinforcement" into an effective teaching method, teachers should not only find out what can really stimulate students' learning motivation, but also use "reinforcement" systematically and persistently.
In addition, the frequency and type of "reinforcement" should be designed before the activity.
The emergence of "reinforcement" should closely follow the students' behavioral goals.
As for whether "reinforcement" really stimulates students' learning motivation, teachers can make a decision by evaluating students' learning progress and interest.
The following questions can "prompt" a teacher how to "effectively" construct his "teaching method".
Teaching interpretation
First, did the students pay attention to the teacher before the order was given?
Second, does the use of oral instructions conform to students' understanding? When students have difficulties, does the teacher use gestures with oral English to help students understand?
Is the student given enough information to finish his homework as independently as possible?
Fourth, does the learning environment and the compilation of teaching materials help students understand the teacher's orders? Is it a textbook?
In a certain order?
Teaching skills
1. Did the student give him enough help when he finished a job?
Second, whether to give appropriate hints to the way and degree of students' learning?
Third, are hints given before students make mistakes? Is the learning situation specially arranged so that students don't get unnecessary tips!
The use of steel bars
First, whether to give clear feedback to students' correct or wrong behavior?
Second, are the "reinforcement" and consequences of behavior clearly known by learning? Is reinforcement given immediately after the target behavior?
Third, is the frequency of reinforcement enough to stimulate students' learning motivation? And whether the choice of reinforcement conforms to the students' understanding and learning motivation? Because autistic children have congenital obstacles in receiving information.
In order to teach these students effectively, teachers or parents need to "construct" learning situations, time and teaching methods.