1 There is only one red building block, which is presented on the table, giving instructions-pointing to red, and then asking him to order. Help him finish from high to low, and give him reinforcement (reward) until he finishes it independently.

Add a distraction, such as a green building block. First, put the green building block a little farther away, and gradually approach it, from high to low, until it can point side by side.

3 Randomly place two colored building blocks, let him point to red, help him finish from high to low, and strengthen them.

4 From the step of 1-3, use other color items to summarize and identify red cards, cars, etc. Establish abstract concepts.

After five, the number of distractions can be increased to more than three. When he knows the second color, he should take turns at random and be told to point to red or green every time he gives an instruction.

6 in natural circumstances, such as safflower, clothes, etc. Let him practice his fingers more and reinforce them.

There are many details that may need attention. For example, he may point to the one closest to his hand, even without looking at the building blocks, indicating that his attention was not completely caught by you during training, and so on. I can't think of it at the moment. Try it first.

Autistic children generally have different degrees of obstacles in language and cognition. Let me tell you how to teach autistic people to recognize colors with a case!

First, the case situation

Mo * *, female, was born in April 2005. She meets the diagnostic criteria of autism in the fourth edition of the American Statistical Manual for the Diagnosis of Mental Disorders (1994). According to the basic law of children's development, children over three years old should have a complete cognitive performance of the six basic colors of black and white, red, green, yellow and blue. From the age of four, they can firmly associate all kinds of basic colors with their names. Children aged 5-7 can firmly associate all the colors and names in the spectrum. When evaluating Mo * *' s basic ability in June, 1 1, Mo * *, who has reached the age of 6, not only can't correctly express the basic colors such as black, white, red and green, but also can't complete the color matching.

Second, make plans.

According to the specific performance of Mo * *, he was trained separately. Each training lasts for one week, once a day for 20~30 minutes, and the training items are randomly tested every day. In the seventh week, six trainings were comprehensively tested to test the training effect.

Third, the training content and process

The training of this student includes the step-by-step process of pairing training, recognition training, classification training, expression training and generalization training.

(1) Pairing training:

The concept of color is abstract and difficult for children to learn. Especially for autistic children, when they see a red apple, they can master the image-specific knowledge of "apple", but it is difficult to understand "red".

Mo * * can't match colors, which shows that children not only can't understand the concept of color, but also have no basic awareness of color cognition and can't understand what the same color is. Therefore, the first thing to do is to help children establish the concept of color through pairing training.

The trainer sits opposite Mo * * and uses his favorite food (beef jerky) or toys (balloons) as reinforcement. The specific operation process is as follows:

1. First, cut six green and red round building blocks with two colors, one green and one red. Arrange the four reds one by one.

Line up, and then line up four green circles in another line. Give the remaining four circles to the child, let him arrange them well, and guide his hands to put the circles in the correct column.

Leave more circles for him to arrange for himself. If you get it right, you will be given an enhanced reward.

3. Use a hole board and a colored stick. Take a red stick and ask the child to find another one like it.

Instruct him to line up the same colors.

Put colored circles on the ground (red, green and yellow). Give the child a colored circle to step on.

On the big circle with the same color as the circle on your hand.

4. Put three pieces of paper with different colors in front of the children. Let him take it out of his clothes one by one and ask him again.

Point out that the color of this thing is the same as that of the paper.

Through basic pairing exercises, students' visual representation observation ability is trained, and the concepts of color and homochromatic are initially established. And improve students' memory.

(2) Recognition training:

After the students can fully master the collocation of the three colors, the trainer further helps the students to establish the concept of each color, so that they can correctly identify the three colors of red, yellow and green.

1. Start with a round card with only one color. For example, put a red card on the table and give instructions: "Point to red". If necessary, you can prompt him to point to the red card with his index finger and praise him at the right time and say, "You are great, this is red."

2. After the students can fully recognize it, add another color, repeat the above activities, and finally use three colors.

(3) Classification training:

After students can correctly identify the three colors, train students to classify the three colors, that is, put different objects with the same color together. Strengthen students' understanding of the concept of color.

1. First, classify the two colors. Prepare red and blue items, such as clothes, teacups, balloons, pencils and other items or pictures. The trainer gives the instruction of "classifying by color". First, demonstrate that all red objects or object cards are put together, and all blue objects or object cards are put together. And concluded that "these are all red, and these are all green." Then let the students imitate and do it.

2. After students can correctly classify objects of two colors, let them classify objects of three colors. Students will receive intensive rewards after they complete correctly.

(4) Expression training:

The training of expression also begins with saying three colors. In the training process, it is also introduced one by one, so that students can master one color before learning another color.

1. When you start making something with only one color, ask your child, "What color is this?" If necessary, you can tell him the answer: "This building block is red." Then he asked, "What color is this?" If you answer correctly, praise him and say, "Very good, this is red." Match different things with the same color. Wait until the child can always say the right color, add one color, repeat the above activities, and finally use three colors.

2. Show the child three colors and let him name them. Let children look for things of the same color in books or at home.

3. When you ask your child, you can remind him of the name of each color and let him finish.

(5) General training:

Practice speaking 8 colors, and even know and express all the basic colors around you, such as red, green, white, black, yellow, blue, purple, pink and orange. And help students apply colors to their lives.

1, draw different colors of graphics, when the child correctly says the color of the graphics.

2. Start with the colors he knows, and then add more colors.

3. Use some words to describe the color, such as "as red as a fire truck" to help him remember.

At first, you can use "Is this red or blue?" Give him a hint. In the future, only the initial sound of the color name will be issued to remind him.

Ask him to help you find something of a certain color in various activities every day, such as "help me with that red pencil" or "drink water from a yellow cup".

Through generalization training, students can apply the colors they have learned to their lives more naturally, instead of memorizing them blindly.

Fourth, summary.

The good development of color vision of autistic children is the premise of understanding color, and the initial formation of the second signal system and understanding the generality of color names are the first step to understand color. Accurately and firmly linking color features with their corresponding names is the key to understanding colors. In early rehabilitation education, students' color cognitive ability has been fully developed through small steps and multiple cycles. It took this autistic child 1 month to know four basic colors: red, yellow, blue and green. Three months later, children learned eight colors, such as black, white, pink, orange and purple, which improved their perception level and promoted the development of visual representation. So as to accelerate the formation and development of concrete thinking in images. In the process of training, children with autism can improve their perception, memory, representation and thinking ability, and strengthen their oral expression and understanding ability, so as to achieve the goal of comprehensive rehabilitation.

First of all, the teaching goal of color teaching plan for autistic children is: 1. Classification and pairing of different colors with the same attributes; 2. Classification and pairing of different attributes of the same color; 3. Cognition and expression of red; 1. Classification and pairing of different colors with the same attributes; 1; Preparation materials: several snowflakes of different sizes and other colors; Two boxes (or bowls and lids) 2. Operation process: (1) First, put two boxes on the table, take out red and green snowflakes (3 pieces each) of the same size and put them on the table. At this time, you can turn the snowflake on the table, roll it up or put it on the child to play with him, so as to attract his attention and ask him to have a certain interest in snowflakes during this play. When his eyes followed, I picked up a green snowflake and put it in the box on the left, and then I picked up a red snowflake and put it in the box on the right. At this time, pick up a piece of green snowflake and put it in the box on the left, and put the red snowflake in the box on the right (this process should make sure that his vision is following, and tell him to "look, put the same colors together"). After this step, give the child a piece of red or green snowflake and let him find the same color. If he picks up snowflakes, he can help him (give hints with eyes or gestures, or hold his hand to put snowflakes of the same color together) if he hesitates or doesn't quite understand, and finally he can independently complete the instruction of "putting the same colors together". Reward him in time when he gives the correct instructions. (2) When he completes the classification independently. The next step is to put the snowflake on the table and let him put it on the table with the same color as my hand (there are two to many colors of snowflakes on the table). When he can finish the instruction of "take the same color" well, I told him, "You did it right, great! Let's play "and then make a game he likes with him or give him fun toys. Let him know that there will be his favorite games or toys waiting for him when it is right. (3) This step is to let him classify by color. First put two boxes and two colors of snowflakes on the table, and then tell him, "Baby, please separate them by color and put them together in the same color." If he can't complete this instruction, he can put a snowflake in the box first, which is an aid to him, and then slowly until he can complete the instruction of "separate by color and put together with the same color" (4) snowflakes of different sizes are classified by color. This step is to quietly add a few snowflakes of different sizes and colors to him when he can do a good job of sorting and matching the same size and different colors. In this step, when he picked up snowflakes of different sizes and hesitated to find one with the same color, I picked up a snowflake to show him and told him to "put the same color together". This step is a key transition to different attributes and the same color classification. 2. Classification of different attributes and colors: 1. Preparation materials: snowflakes, building blocks, beads and two boxes. 2. Operation process: (1) Ask him to classify the same attribute with different colors. (2) Like classifying colors of the same size into colors of the same size, quietly add building blocks or beads to the color classification of the same size. (3) When he can classify different attributes and the same color independently, he can add the concept of "red" in the process of classification. It is when sorting, one side of the red is put together with the same red, and the other side is taken together with the same color. It should be noted here that the color classified with red is to be changed. Third, cognitive red 1, preparation materials: snowflakes of different colors 2, operation process: (1) classification and matching. I'll give him this step by classification first, because doing this step can give him a process of transition and understanding. First of all, I put two boxes and red and green snowflakes or other items on the table. Then, put the red one on the left and the green one on the right. After putting it away, give him a red one and tell him to "find the same red", then give him a green one and tell him to "find the same color". After dividing, ask him, "Where is the red one?" Tell him to complete this instruction by patting, pointing or taking it. (2) Take the red one on the desktop. First, put away a red snowflake and a green snowflake and ask him to bring me the red one. Then, slowly count the red and multicolored snowflakes to get red. When he finishes this, he can add a red item with different attributes and let him take the red one. The ultimate goal of this step is to let him know and understand the concept of red. Fourth, expressing red is the ultimate goal of this lesson plan. This step can be done after the above classification matching is completed. The first is the classification of red and other colors, which gives him a chance to express himself in the classification. When he separates the red one from another color according to the instruction of "Please separate by color", let him take (or point, touch and kiss) the red one, and then tell him "Yes, you took the red one" at the same time. Play with him, pause and let him do it again. When he does it right, tell him this time, "By the way, what did you take?" He should express red at this time. If he doesn't take the initiative to express or hesitate at first, he can make a "red" mouth to help him, so that he can finally take the initiative to express red.

Autistic and unwilling to communicate, then let him do it.

Preparation materials: 1 snowflake, 2 bowls, it should be possible for him to divide colors.