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

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

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理解能力差的孤独症儿童语言训练Speechtrainingforautisticchild

理解能力差的孤独症儿童语言训练（Speechtrainingforautisticchildrenwithpoorcomprehension）

Establishtherightconcept;workassoonaspossible:

developfunctionallanguageinsteadofrigid,imitative,repetitive,meaninglesslanguage.

（1）trainingchildrentounderstandwhatotherpeoplesay.

Tounderstandwhatotherssayistobeabletopayattentiontowhatothersaresayingandtorespond（initially）orautomaticallytowords.Wecandoitbytraining.Listeninginstructionisthemostbasicexerciseforidentifyingobjects.

Howtotrainchildrentounderstandotherpeople'swords?

The"giveme"training"

Thechildsatoppositetheinstructor,andthedirectorsaid,"giveittomeonthetable."".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"no",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;thedirector:

"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.

The"change"teaching.

Theso-called"changetype"teachingistoteachchildrentoaconcept,totellthechildrenofdifferentformsofthesameconceptappears,sothathecouldgotodistinguishandidentifythecharacteristicsofnonessentialthings,andgraspthenatureofthings.Forexample,toteachtheconceptof"Cup",willbeonebyonetoteachchildrentorecognizedifferentcolors,differentshapesanddifferentmaterialsofeverykindofglass,andthengraduallyremovethenonessentialattributes（color,shape,material）,outofthefinalglasscontainerdrinksorotherliquidinthenatureofproperty,sothatchildrenknowwhousedforholdingdrinksorotherliquidsiscylindricalorslightlythininstrumentscanbecalledthecup.Intheprocessofbuildingtheconceptof"Cup",thechildalsogreatlyenrichedhisunderstandingofthecupvocabulary.Atthesametime,theabilityofabstractthinkinghasalsobeendeveloped.

Theclassificationoftraining

Accordingtothecharacteristicsofthegoodsclassificationtrainingisthesamethingasaclass,thisisaveryimportanttrainingtohelpchildrenrecognizeobjectsbyacademicvocabularyexerciseabstractgeneralizationability.Wecandothat:

Firstofall,thedirectortoldthechildren,"putitwithXX."."Forexample,theinstructorpointedtoatoycarandtoldthechildtoputitinapushcart.

Guidesareintroducedbyaskingchildrentocategorizethings（categoriesormoreclasses）.Forexample,theinstructorasks,"whatisthis?

""Children:

shoes".Theinstructorasked,"whatdowedowithit?

""Children:

"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."or"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