理解能力差的孤独症儿童语言训练Speech training for autistic child文档格式.docx

理解能力差的孤独症儿童语言训练Speech training for autistic child文档格式.docx

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"

.Childrenmustpickupthethingsthatareinfrontoftheireyesandhandthemovertotheinstructor.（requiringgesturesorgivingassistance;

theinstructorpointshisfingerattheobject,thenreferstohimself,oranotherinstructorassiststhechildintakingthearticle）

Thevisualmatchingexercises.

Theinstructorholdsanobjecttoshowthechild'

sattention,andthenselectsthechildfromeachofthetwodrawingstomatchtheobjectinthedirector'

shand,andtolookatthedirector'

seyes.

Thesoundanditemsmatchingexercises.

Theinstructorjustsaid,"

givemeXX,"

thechildautomaticallygetstheitemorcardtotheinstructor,andmustwatchtheinstructor.

Thedailylifetopracticeinstruction.

Listentoinstructions,doactions,listentoinstructions,dothings,"

setXX"

"

bringXX."

.Theuseofgesturesandbodylanguagewhennecessary,suchasvisualcuespromptcard.

Complexinstructionsinstructtheinstructortomodelactionsandimitatethem.

Inthedailylife,toattractchildrentolistenthroughinterestingstories.

Theuseof"

behavioralinterventionmodeofstimulusresponse-"

tohelpchildrenunderstandthemeaningoflanguage.

Thechildrenoflanguagestimulicorrectly,mustbetimelytorewardchildren;

languagestimulusresponseerror,shouldbepromptlycorrected,tellthechildsaid:

"

no"

or"

thengivehimtodothedemonstration,repeatedpracticeuntilthedate;

ifthereisnoresponsetostimulationofchildren'

slanguagetolanguage,acarefulanalysisofthereasons,ortoreducethedifficultyoflanguagecontent,ortogivechildrenthenecessarytips,beginswiththewordssuchasasentenceoraword,sotheycanbesmoothlycontinued.Hereisanexampleofalowerlanguagedifficultythatultimatelyachievesitspurpose.

Theinstructorasked,"

whatisthis?

Thechilddidnotanswer（theresponse）;

thedirectorsaid,"

biscuit"

thechildstilldidnotanswer（noresponse）;

thedirector:

givemethebiscuit."

.Thechildgavehimthebiscuit,andthedirectorsaid,"

fine,saybiscuit."

.Children:

biscuits;

goodboy."

!

What'

sthis?

Children:

biscuits"

director:

great!

Inthiscase,thechildisreluctanttoansweraquestion,sochangethestrategyappropriately,reducethedifficulty,andletthechildrepeattheanswergivenbytheinstructor,andfinallyreturntothestartingpointofthetraining.

（two）cultivateunderstandinglanguageandestablishcorrectconcepts.

Thispartofautisticchildrenwithpoorunderstandingdoesnotlackvocabularyintheirlanguage,butthevastmajorityofthesewordsarenegative,contentfree,andsomeemptyshellsofspeech.Therefore,trainingtheunderstandinglanguageandestablishingthecorrectconceptshouldbethesecondgoalofthispartofchildren'

slanguagetraining.Theprocessofbuildingupanunderstandinglanguageisalsoaprocessofconceptbuilding.Theestablishmentofthecorrectconceptcanbetterpromotethedevelopmentoftheunderstandingoflanguage.

Theconceptisrepresentedbywords.Itisthebasicformofthinkingandreflectsthegeneralnatureofobjectivethings.Intheprocessofcognition,thecommonfeaturesareextractedandsummeduptoformaconcept.Forexample,thecommonfeatureofextractingfromvehicles,ships,andairplanesfortransportationistheabstractconceptof"

meansoftransport"

.

Howtohelpautisticchildrendevelopanunderstandinglanguageandbuildcorrectconcepts?

Theaccumulationofvocabulary,understandingeverywordmeaning.

Wecan,throughthephysicalcard,photos,demonstratetheintuitivemeanstomakechildrenunderstandthemeaningofeachword,butalsotheaccumulationofvisualperceptualexperience.Forexample,teachfruitwords,thefruitshouldbepresentedtoteachchildren,throughtheeyestosee,touchtouch,smell,tastethemouthmeanstoenablechildrentoacquirethefruitontherichperceptualexperienceandinthesamewaytoteachchildrentoidentifydifferentfruits.

change"

teaching.

Theso-called"

changetype"

teachingistoteachchildrentoaconcept,totellthechildrenofdifferentformsofthesameconceptappears,sothathecouldgotodistinguishandidentifythecharacteristicsofnonessentialthings,andgraspthenatureofthings.Forexample,toteachtheconceptof"

Cup"

willbeonebyonetoteachchildrentorecognizedifferentcolors,differentshapesanddifferentmaterialsofeverykindofglass,andthengraduallyremovethenonessentialattributes（color,shape,material）,outofthefinalglasscontainerdrinksorotherliquidinthenatureofproperty,sothatchildrenknowwhousedforholdingdrinksorotherliquidsiscylindricalorslightlythininstrumentscanbecalledthecup.Intheprocessofbuildingtheconceptof"

thechildalsogreatlyenrichedhisunderstandingofthecupvocabulary.Atthesametime,theabilityofabstractthinkinghasalsobeendeveloped.

Theclassificationoftraining

Accordingtothecharacteristicsofthegoodsclassificationtrainingisthesamethingasaclass,thisisaveryimportanttrainingtohelpchildrenrecognizeobjectsbyacademicvocabularyexerciseabstractgeneralizationability.Wecandothat:

Firstofall,thedirectortoldthechildren,"

putitwithXX."

."

Forexample,theinstructorpointedtoatoycarandtoldthechildtoputitinapushcart.

Guidesareintroducedbyaskingchildrentocategorizethings（categoriesormoreclasses）.Forexample,theinstructorasks,"

shoes"

.Theinstructorasked,"

whatdowedowithit?

wear"

guide:

thesearewhatwewear."

Guide:

takeanotherpairofshoes,please."

Theinstructorcanalsoaskwhatfoodsare,whattheywearandwhatrides,sothatchildrencandividethingsintocategories.

Startbyturningthingsintomorespecificgroups,andthengraduallyteachchildrentocategorizethingsintomoreabstractgroups.Forexample,toknowallkindsofclassifiedanimal:

dogandcats,fish...Andthenmoveuptothebigideaofbeingananimal.

（three）helpingautisticchildrendevelopfunctionallanguage;

Theterm"

functionallanguage"

referstothelanguagethatautisticchildrenreallyneed,useful,appropriateandusefulatthetimeoftheiractuallife.Functionallanguagesarenotjustsounds,butalsocommunicationmethodsforothersilentlanguages.Theinitialfunctionallanguageshouldincludethefollowing:

1.Expressthelanguageyouneed.（Iwant,Iwant,,,,,,,,,）;

2,politelanguageofgeneralcommunication（Hello,thankyou,byebye,etc.）;

3.Describethelanguageofgeneraltransactions（whichisXX,whatisthisfor?

）;

4,answerthelanguageofsocialproblems（name,age,address,etc.）;

5,theuseofsimpleverbs;

6.Thelanguagethatdescribesthestateofmyself（IseeXX,IhaveXX;

I'

mthirsty,I'

mhungry,etc.）;

7,donotknowtheanswertothequestiondonotknow;

8,callforadvice,askforhelp（XX,canI,canI?

Helpme,helpme,XX,helpme.）.Helpingautisticchildrendevelopfunctionallanguageassoonaspossibleisthefundamentalwaytoimprovetheirlanguagebehavior.Onlyinthiswaycanthepracticalandusefullanguagebeusedinsteadoftherigidandrepetitivemeaninglesslanguagetoguideautisticchildrentodevelopinanormalway.

Howtohelpautisticchildrendevelopfunctionallanguage

1,trainingmotivation

Achildofgreaterorbetterability,

Theinstructorshouldconstantlytellhimwhatheisdoingorwilldo,suchas"

gotothesupermarkettobuybread"

lethimknowwhatwearedoing,andlearnhowtoexpressit.Lateron,weshouldmakeuseofthefamiliarsituationtoexpresshisrequest.

Childrenwhoareyoungerorlessabletohelphimspeakoutwhathewants.Forexample,hewantedtodrinkwater,andwhenhewasbroughttofetchwater,hetoldhim,"

Iwantwater."

let'

sgetwater."

.Cultivatehimslowly;

expressinsimplewords.

Languagetrainingofchildrenwithautismtodailylife,whenyougooutathome,seepeople,thingsaregoingtoteachhimtospeak,andencouragechildrentotaketheinitiativetoexpressmore,havetheopportunitytoexpressthelanguagedevelopmentofchildrenisbetter.

2,payattentiontomethods

Inthe"

onetoone"

teaching,bytwopeopletogethertoteach,playingaleadingroleinaplay,letthechildrenimitatetheobject,constituteanormalmodeofcommunication,notaquestionandanswerthemplaytworoles.

Learntoexpressyourquestionsbypracticingansweringthem.Herearesomeexamples:

1.Youcancallyourselfbyyourownname.Methods:

1）theinstructorstoodinfrontofthemirrorwiththechildren,pointingtothechildreninthemirrorandrepeatingthenamesofthechildren.2）helpthechildpointtotheimageinthemirrorandask,"

whoisthis?

Anotherinstructordemonstrated,"

thisisXX."

.3）repeatquestionstochildrenandanswerinthefollowingform:

thisisXX"

（namethefirstwordofthechild'

sname）.4）ifthechildrentrytosay"

go,walkorsendothersimilartothesound,rewardhimimmediate