Rehabilitation training program for autistic children, every child is an angel, and some children are angels with broken wings, that is, autistic children. They were born different. They are unique and lonely. This is a rehabilitation training program for autistic children. Let's have a look.

Rehabilitation training program for autistic children 1 1. Do a preliminary test of sensory integration training.

Children's sensory integration training is a series of activities including testing, training, evaluation and feedback, which is highly scientific and operable. Testing each child before training helps the training teacher to design targeted training plans and steps, thus making the training more effective.

The content, weight, method and progress of the training should be suitable for the physical and mental development of autistic children, so that they can accept their own abilities, but there should be reasonable difficulties and requirements, so that they can step by step according to their own abilities and needs. In this way, children are more likely to have a chance of success and are more willing to actively cooperate. If children are unwilling to do difficult projects, teachers or parents need to adjust the difficulty or method of training in time, instead of forcing them to do it, because forcing them will make them feel disgusted or rebellious, and even lead to tension and muscle contraction, which will not achieve the training effect. At this time, we can adjust the training time, training direction, improve training methods and use equipment from different angles to meet the training needs of all children as much as possible.

2. Adjust training or activities according to the comprehensive situation of autistic children.

① Sensory integration training is to train children's senses and the coordination between them through a series of activities. The accuracy, frequency and intensity of movements will directly affect the training effect. In the process of training, teachers should always pay attention to children's reactions, grasp the standardization and effectiveness of children's actions, and give positive feedback. Correct answers should be appreciated and encouraged in time, while mistakes should be corrected. The appreciation given to children should be direct and clear, and should be treated differently according to the encouragement methods that each child likes, which can be spiritual or material. The purpose is to give children positive encouragement and gradually internalize some externalized encouragement factors to achieve the purpose of training.

② Due to lack of change and imagination, autistic children often insist on repeating rigid activity patterns and some physical activities or behaviors. We can make full use of this feature of autistic children in training. Let the child do any project or activity repeatedly, as long as the child is interested and the training intensity is appropriate. The purpose of sensory training is to improve children's sensory ability to different stimuli through repeated practice. Repeated training or activities can give children a chance to get full experience and let them better grasp the feelings of different stimuli.

3. Multi-design team projects and game links

At the beginning of training, the teacher should guide the students to do some warm-up exercises. On the one hand, it can enliven the classroom atmosphere; On the other hand, let them exercise their bones and muscles before doing sensory training to prevent physical discomfort. Sensory integration is not an independent training, but a collective training to improve everyone's ability.

The interests of autistic children must be considered in training, so that children can feel happy and gradually participate in activities. By doing relay races, competitive games and other different styles of collective projects, we design some game activities that combine the age characteristics of children and the unique characteristics of autistic children, so as to better mobilize children's enthusiasm and make them invest in training. The complete relaxation of body and mind can also promote children to balance the interactive induction of various senses such as feeling, touch, hearing and vision, and achieve the training effect of sensory integration. In addition, training children needs mutual communication and cooperation, which is helpful to the development of their social skills.

The rehabilitation training plan for autistic children 2 1, communication training is the most critical.

Communication is the most critical skill among all core skills, because it not only determines the normal development of autistic children, but also affects the development of all other related core skills, so the training of children's communication skills should be as early as possible.

The most important communication skill for a child is to see whether he can express his needs, feelings and thoughts in an appropriate way, not just whether he has the ability to speak. This is the meaning of the so-called functional communication training.

Not all talking children can communicate functionally. On the contrary, even very young children who don't have the ability to speak can let others know their needs, emotions and ideas through their own functional communication behavior, so as to communicate effectively.

Therefore, communication training should be the most important goal of your child's early education plan, regardless of whether your child has oral or oral expression skills at present.

2. Sensory challenges are normal

Most autistic children will encounter sensory challenges. The senses of the five senses, including sight, hearing, smell, taste, touch and the other two senses-vestibular sense, feedback joint and proprioception of muscle movement, may be affected to varying degrees.

Children's senses may be over-sensitive or over-dull, which greatly affects children's ability to learn and participate in daily activities. Parents should understand that these sensory challenges are neurological and often involuntary for children.

It is generally difficult for us to perceive the great anxiety and pressure brought about by sensory challenges. For example, some children can't stand the sound of vacuum cleaners and the noise in downtown areas, and may even be very painful.

3. Behavior is usually the result of interaction with the environment.

Behavior is usually the result of interaction between children and other environments, and all behaviors happen for a reason. To understand why children show problem behaviors, we must first find out what causes this behavior and how this functional behavior works for children.

Only by understanding the causes and functions of behavior can we design an effective behavior management strategy and replace this problematic behavior with an appropriate behavior that meets the same needs. Therefore, positive and supportive behavior management strategies should be an important part of any early education plan.

4. Games are also a challenge for autistic children.

Games are children's nature, and children know and understand the world by playing games. Through interaction with other children, children understand and learn the key skills of social communication, such as imitation, taking turns, cooperation, negotiation and obeying rules.

However, autistic children face great challenges when playing games. Their rigid thinking mode and unique emotional expression often make them excluded from peer games.

If autistic children want to truly integrate and return to society, they must put games, especially games with peers, at the top of the early education plan.

Imitation is a basic skill.

Imitation is a basic skill. Affect all children's future study. Failure of imitation will lead to children's learning social skills and communication difficulties. Imitation is the most basic skill that autistic children must learn. Fortunately, imitation can also be easily learned through games.

Training children's imitation ability can usually start with imitating rough movements, such as clapping, stamping and raising hands. You can also combine music therapy with teaching simple imitation skills, such as teaching children's songs. When children become very skilled, they can gradually spread their skills to other aspects, and finally develop into playing imaginary games and imitating social skills.

6. There are differences in motor skills.

Motor skills are divided into fine motor skills and rough motor skills. Gross motor skills mean that we exercise with big muscles, such as walking, jumping, running, pushing and pulling, sitting and so on. Fine motor skills refer to our ability to use smaller muscles, such as our ability to draw, write, string beads, button and zip with our hands and fingers.

Many autistic children have difficulty in fine and rough motor skills, so they often avoid games and activities that require these motor skills. Occupational therapists can enhance children's skills by integrating special training and activities into daily life and games.

7. Autistic children need to be strengthened.

Different from ordinary children, many autistic children lack the intrinsic motivation to learn and explore in the environment, even for games. Some autistic children like to be held around and touched. The surrounding environment will naturally attract them, and they also have the desire to socialize.

Other autistic children refuse physical contact and avoid others because of their own sensory problems. They all seem very lonely, always playing with themselves, isolating themselves in their own small world and turning a blind eye to what is happening around them.

A good education plan will determine children's motivation and use reinforcement as a means to encourage children to participate and learn. In short, reinforcement means giving a child what he wants and encouraging him to speak, act or behave. Various forms of reinforcement can be adopted in education, such as children's favorite toys or activities, the time of activities, his favorite movies, food and verbal praise.

8. Social skills are very important

Our world is a social world, and social skills are the necessary skills for autistic children to survive in this world. People's status in society is often defined by how they communicate and interact in society. Whether a person is accepted by society depends largely on whether the behavior of cooperating with others conforms to acceptable social rules.

Autistic children have social barriers because of their special way of thinking. It is difficult for them to establish social relations with others because they lack a series of behavioral, communication and cognitive abilities. Parents need to know that they are not born with these abilities like other children. Only by teaching them can they learn how to interact with others. When children are very young, training social skills requires a very specific way.