Educational thesis on children with autism-practical exploration of education and training for children with autism.
[Abstract] Autism, also known as autism, belongs to an all-round development obstacle, which is different from mental disorder and mental retardation, but they are similar in some aspects, such as aggressive behavior and stereotyped behavior. Three quarters of the IQ test results of autistic children are mental retardation. This paper defines the concept of autism, analyzes the characteristics of autistic children, and makes some practical explorations and attempts on the education and training of autistic children from the perspective of psychology.
[Keywords:] Autism education and training practice exploration
I. Definition of concepts
Autism, also known as Asperger's syndrome, also known as autism, refers to various States of self-isolation and indifference to external things. Children with serious self-stereotypes live in their own world, turning a blind eye to the outside world, listening but not hearing, having difficulty in communicating with others, having poor social skills and fluctuating emotions, and some children have self-injury or wounding behaviors. Most children are accompanied by different degrees of mental retardation, but about 30% of them have normal intelligence, and 10% of them show extraordinary talent in some way. This is called? Idiot scholar? .
1943, American psychiatrist Professor Leo Kenner first proposed and confirmed? Autism? The concept of. ? Autism? And then what? Autism? Autism (from Greek? Auter？ Translation of the word "self" What does this word mean in psychiatry? Closed to the outside world? ; Description? Autism? What does this word mean when it highlights its characteristics? Egoism? . ? Autism? It is used in Taiwan Province Province, Hongkong, Japanese, Singaporean, Malaya and other countries and regions. ? Autism? It is used by medical and special education groups in Chinese mainland. ? Autism? This is a serious physical and mental development disorder. 1978 the expert advisory Committee of the national association of autistic children and adults in the United States defines autism as:? Behavioral syndrome that started 30 months ago. Its main characteristics are: (1) the disorder of development order and speed; (2) Abnormal response to any sensory stimulation; (3) Communication barriers in verbal, linguistic, cognitive and nonverbal communication; (4) the ability to establish appropriate relationships with people, things and things. ? These definitions laid a foundation for the establishment of the diagnostic criteria of the ninth edition of the International Classification of Diseases (ICD-9) and its clinical revision (ICD-9-Cm) and the third edition of the American Diagnostic and Statistical Manual of Mental Disorders (DSM-3).
Autism is a developmental disorder of infants, which usually occurs before the age of 3 and is a serious emotional disorder. Autism has no distinction between race, society and religion, and has nothing to do with family income, lifestyle and education. According to statistics, the prevalence rate is about 10 ~ 15 people per 10,000 people. From the perspective of gender, there are obviously more boys than girls, and foreign literature reports that the ratio of male to female is about 26 ~ 57: 1. At present, it is estimated that there are about 400,000 autistic children in China.
Second, the characteristics of children with autism
1. Communication barriers
Children are extremely lonely since childhood and tend to refuse to communicate with others. They can't communicate with others with eyes, expressions, postures and gestures, and even lack emotional communication with their parents. They don't feel the joys and sorrows of their loved ones, they don't feel pain and discomfort, and they don't seek comfort and support from others. They don't even return calls from their relatives until their parents suspect that they have hearing problems. Mild patients don't seem to strongly refuse to communicate, but they often play a passive role in activities with their partners, can't adjust their behavior according to social occasions, lack social-emotional mutual response, and don't know how to establish friendship.
2. Communication barriers
These children have obvious defects in verbal and nonverbal communication. They are silent or seldom use language. About half of the patients are silent all their lives and tend to express themselves by gestures or other forms. Even if some people can recognize, read and master a large number of words, they often don't use the right language in the right situation. Instead, I often speak alone regardless of the surrounding situation or what others are saying, or regardless of others' feelings, repeatedly ask or tell others the same thing, ask the same question, or imitate and repeat others' words, with a dull tone and lack of rhythm, lack of response in conversation, lack of flexibility in speech expression and unchanged tone. Children often have difficulty in using pronouns, and they often don't use pronouns or use them in confusion in conversation, so they often don't know what to say.
3. Limitations of interests and activities
The characteristics of repetition and rigidity tend to adopt a rigid and rigid way to deal with the daily activities of five flowers and many doors. Children like to keep their surroundings and activities fixed, such as playing with certain things, toys, eating certain foods for a long time, going out on the same route and listening to the same music or book. If they want to change, they will have a strong emotional reaction or rejection. Most of the activities increase, and there are often special and repetitive stiff movements, such as pacing back and forth, jumping and rotating.
4. Mental retardation
About 3/4 children have mental retardation, but it may have a strong ability in some aspects under the background of general mental retardation, usually with a strong mechanical memory. The main manifestations are as follows: EEG: the abnormal rate of spontaneous EEG is 10% ~ 83%, most of which are widespread abnormalities, and slow waves increase, and a few spikes or slow spikes can be seen, which may be related to epilepsy in children; Brain imaging: CT findings of the head may be abnormal, but they are often inconsistent, and opinions are still uncertain. Magnetic resonance imaging (MRI) of the head showed that the fourth ventricle was enlarged in some cases, and most of them had cerebellar vermis lobular dysplasia and brain stem became smaller obviously.
Third, the principles of education and training for autistic children.
Autism is a comprehensive developmental disorder, which is different from mental disorder and intellectual disorder, but similar to them in some aspects, such as aggressive behavior and stereotyped behavior. 3/4 children with autism are mentally retarded by IQ test. Nevertheless, we can't simply equate them with the first two, but should first see that they are children who need to grow up, love and help. From the perspective of inclusive education, autistic children and normal children have the same development needs. The physical and mental characteristics of normal children are also reflected in autistic children, but in different ways and degrees. Based on this, we should consider the factors of * * when determining the teaching principles. General teaching principles, such as the principle of integrating theory with practice, the principle of inspiration and the principle of consolidation, still apply and enrich new meanings. Now, some characteristic principles in autism education and training are briefly described.
1. The principle of coordinated development of physical and mental functions
This principle requires that we should not only pay attention to improving physical quality and developing sports ability, but also pay attention to improving psychological quality and cultivating good personality in the training process, so as to coordinate the two aspects.
Modern scientific research shows that sports function is related to the development of attention, language and cognition, and sports training for children is helpful to improve children's various psychological abilities. Autistic children's physical development seems normal, but in fact it is often accompanied by light or heavy sensory motor development problems, such as uncoordinated left and right hands, uncoordinated hand and eye, poor wrist strength, super-sensitive touch, super-sensitive hearing, lax muscle strength and lagging behind normal children of the same age. Therefore, we should arrange enough sports training, perceptual training, language training, communication training, cognitive training and so on. In training, these contents can be organically combined and coordinated. For example, training children to clap the ball alternately with their left and right hands is not only to develop their big and fine movements and their coordination.
2. The principle of positive development
This principle requires paying attention to children's physical and mental development in the training process, gradually improving children's abilities in all aspects according to the law, and developing children's potential, so that defects can be made up in an orderly way in the process of promoting development, instead of only paying attention to the removal of all kinds of weird behaviors and ignoring the establishment of normal behaviors.
In the early stage of corrective training, we often encounter such failures. Some teachers focus on correcting certain stereotyped behaviors of children, but after a few months, they find that autistic children bite pencils or fingers, although they no longer bite skirts. The teacher put in a lot of energy, but with little effect. On the contrary, some teachers pay attention to positive development, substitution and elimination of bad behavior while teaching children various new skills.
For example, there is an autistic child who likes to play with his fingers, which is unsanitary. I gradually teach children to gargle and chew gum instead of playing with saliva, which can also produce a sense of foam and friction, and offset bad old behaviors with new behaviors. As a result, the children soon mastered the skills of brushing their teeth and stopped playing with saliva. This practice is to meet children's needs-oral cavity needs tactile stimulation and a sense of foam, choose an alternative activity according to the normal development order, and then achieve the training purpose by cultivating new behaviors to offset the old ones. Of course, this is not to deny the importance of behavior correction. For some behaviors that are harmful to children's body and mind, such as self-injury, cognitive therapy should be combined with corrective strategies to change them in time. Positive development and professional correction are not contradictory, they coordinate and promote each other. It is one-sided to simply correct a strange behavior and ignore the cultivation of correct behavior. Correction can only play a better role in the process of training, and the effect of correction directly affects the speed and quality of training. Therefore, in education and training, we must deal with the relationship between development and correction, so that they can promote each other.
3. The principle of timely feedback
This principle requires giving positive or negative feedback to children's different behaviors at any time and place in training, and strengthening positive behaviors in time to increase their frequency and prevent improper behaviors from increasing due to neglect or false affirmation.
Autistic children will inadvertently make various actions, right and wrong, but they often don't know whether they conform to the rules. Some improper behaviors are often ignored from the beginning, and it is often too late to wait until the teacher notices. For example, after students with mental retardation enter school, they increase strange movements and learn the bad behaviors of many classmates. This is because children with autism have strong visual memory, and it is easy to unconsciously imitate other people's actions. If they don't get any feedback at this time, it is tantamount to acquiescence in this behavior, and children will soon learn a bad behavior.
Through training, I see that it is very important to give feedback at any time and strengthen it in time in autism training, especially when you just change to a new environment, you should pay special attention to his every move and stop some inappropriate actions or speech imitation in time.
4. Optimize the reaction principle
This principle requires that the content should be processed and purified before training. At first, he should only accept the best stimulus, and then change the stimulus after getting a simple and correct response, which increases the complexity. Some people vividly compare purification to digging seeds and peeling grapes and only giving children pulp.
Because the external things are very complicated and changeable, the information it brings to autistic children is huge, varied and sometimes unbearable. It is difficult for these children to distinguish what is the right information to accept, so they need to practice more. Sometimes autistic children are taught to speak, but the outside world is noisy, or people interrupt the trainers from time to time. This environment is extremely unfavorable for autistic children to master the correct language. It is the same to cultivate their self-care ability. Every action should be concise and orderly, and unnecessary actions or delay time are not allowed in the middle, otherwise unnecessary actions such as looking around, fiddling with hands or other appliances, knocking at the door, etc. Take advantage? .
5. The principle of giving priority to individual guidance
This principle requires giving priority to individual counseling in the training process, so that both sides can cooperate with each other, and on this basis, autistic children can gradually integrate into groups or other groups.
Autistic children are difficult to adapt to the collective atmosphere in the new environment, and have obvious communication, social and behavioral problems. If they don't cooperate well with the trainers at the beginning, it will be difficult for them to receive effective training in the future, and they can't seek help from others if they are not suitable. Therefore, personal training and small group assistance are a process link for them to move towards large groups, and priority should be given to training. Children can easily enter small groups after they can accept certain instructions and understand the environment.
Fourthly, the training methods for autistic children.
1. Game method
Games can help autistic children learn interpersonal skills, improve their language initiative and cultivate their social adaptability. Children's play is the first step to establish interpersonal relationship. They develop friendship through games, learn social strategies and enhance their social skills. Lord( 1984) and Wing and Attwood( 1987) pointed out that autism has difficulties in understanding and expressing social communication clues. They are often isolated or wandering on the edge of peer groups, and may avoid or resist social invitations from others, passively accept them, have little or no active social interaction, or approach their peers in a unique way. Therefore, we design some group games in teaching to improve this function of autistic children. We often design some interactive games in games and group classes, such as? Two towels dribble? Let children learn to cooperate with others and partners through games? Share? The fruits of victory, eg sharing food. At the same time, some dramatic games are designed according to children's abilities, such as games? Wolf, what time is it? The teacher asked during the training? Wolf, what time is it? After that, children will be asked to answer the teacher's questions, for example, children will answer? It's three o'clock? Wait, there are music games? Water splashing song? And then what? Go to the school song? And so on, can enhance children's language initiative in the game.
2. Synchronous action method
According to the principle of coordinated development of physical functions, we should pay attention to improving psychological quality and cultivating good personality. A way to train both sides to do a skill training or the trainer to do the same activities as autistic children, so as to achieve harmony and easy communication in the training process, so that autistic children can pay attention to the words and deeds of the trainer and voluntarily engage in other activities with the trainer. For example, in training, autistic children only care about playing by themselves, ignoring the trainers. At this time, the trainer should take the initiative to find opportunities to approach, and it is best to play ball, which is better than autistic children. Sometimes, you can roll the ball and throw it to an autistic child to see if he pays attention to it. If so, it means that contact can be made. At this time, the two can play ball together for a while, and then proceed to the next training project, but it needs rhythm. This method, which takes the ball or other autistic children's current ball control as an intermediary (or as a training inducer), is very common in training, and the key is to choose the right time. At the same time, we should pay attention to the synchronization of the two movements, and we should not unilaterally emphasize that autistic children should obey the trainer or blindly obey autistic children.
3. Situational approach
According to the principle of enriching the environment, create a certain situation to provide appropriate stimulation, attract children's attention and fully perceive the situation, and then carry out role exercises to make them learn the content step by step in the target situation. For example, when cultivating an autistic child who loves music, we should first provide him with a familiar musical situation. We can put a recording or sing a song at the beginning to attract his attention, let him practice a skill in this situation and give him certain role tasks. Reward after completion, and individual orders that are difficult to execute can also be expressed by singing and speaking. Later, he will gradually cancel the music situation and let him complete the role task or carry out relocation training, and finally he can complete it without music.
4. Role substitution method
According to the principle of positive development, in communication training, with the help of certain intermediary characters (usually children's favorite items, sometimes people), dialogue and communication between people can be realized through role substitution. For example, children prefer bears or dinosaurs, and teachers can communicate by letting trainees play bears in the form of puppets or dolls or masks, or let autistic children hold bear dolls, and the trainers give instructions to the dolls, which is actually for autistic children to carry out. This method is to use children to be only interested in one thing or one person, and realize their interest in other things or people through role conversion, so as to act according to instructions. If autistic children are only interested in dolls and don't carry out the following instructions, dolls will disappear immediately. Only by grasping the proportion of appearance and disappearance can they play a role replacement role.
5. Sensory integration training methods
Sensory integration disorder is due to brain dysfunction, which can not integrate and respond appropriately to the stimulation of five basic senses: vision, hearing, touch, vestibular sensation, kinesthetic sensation of muscles and joints. The purpose of sensory integration training method is to provide the input of the above sensory stimuli and control them appropriately, so that autistic children can rely on their internal driving force to guide their activities and automatically form adaptive responses, thus promoting the combination and unity of these senses.
Because autistic children are very different, some are sensitive to hearing, some are sensitive to vision, some are allergic to touch, and some are sensitive to smell. Therefore, we should choose some special methods according to different people in training, such as audio-visual training, tactile desensitization, auditory integration training, spiritual integration, sensory integration training, overcorrection, excessive practice, regression and reinforcement in behavior correction, and so on. As long as educators have a correct understanding and treat this person who needs special help with a scientific attitude and full enthusiasm? Ordinary? Groups, according to the children's situation, use and create appropriate training methods that vary from person to person, and the day when autistic children go to society is not far away.
References:
[1] All-Japan Special Education Research Alliance, translated by Yang Hongru. Introduction to autism education. Taipei: Taiwan Province Exhibition and Publishing Company, 1999.
[2] sponsored by Beijing Autistic Children Rehabilitation Association: Rehabilitation Trend of Autistic Children. 1998, (2).
[3] Park Yong-shin. Special education. Fuzhou: Fujian Education Press, 1995.
[4] Xiao Fei. General theory of special education. Beijing: Huaxia Publishing House, 2000.
[5] Park Yong-shin. Dictionary of special education. Beijing: Huaxia Publishing House, 1996.
[6] Liu Quanli. Introduction to special education. Beijing: Education Science Press, 2003.
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