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

1、理解能力差的孤独症儿童语言训练Speech training for autistic child理解能力差的孤独症儿童语言训练（Speech training for autistic children with poor comprehension）Establish the right concept; work as soon as possible: develop functional language instead of rigid, imitative, repetitive, meaningless language.(1) training children to und

2、erstand what other people say.To understand what others say is to be able to pay attention to what others are saying and to respond (initially) or automatically to words. We can do it by training. Listening instruction is the most basic exercise for identifying objects.How to train children to under

3、stand other peoples words?The give me trainingThe child sat opposite the instructor, and the director said, give it to me on the table. Children must pick up the things that are in front of their eyes and hand them over to the instructor. (requiring gestures or giving assistance; the instructor poin

4、ts his finger at the object, then refers to himself, or another instructor assists the child in taking the article)The visual matching exercises.The instructor holds an object to show the childs attention, and then selects the child from each of the two drawings to match the object in the directors

5、hand, and to look at the directors eyes.The sound and items matching exercises.The instructor just said, give me XX, the child automatically gets the item or card to the instructor, and must watch the instructor.The daily life to practice instruction.Listen to instructions, do actions, listen to ins

6、tructions, do things, set XX, bring XX. The use of gestures and body language when necessary, such as visual cues prompt card.Complex instructions instruct the instructor to model actions and imitate them.In the daily life, to attract children to listen through interesting stories.The use of behavio

7、ral intervention mode of stimulus response - to help children understand the meaning of language.The children of language stimuli correctly, must be timely to reward children; language stimulus response error, should be promptly corrected, tell the child said: no or no, then give him to do the demon

8、stration, repeated practice until the date; if there is no response to stimulation of childrens language to language, a careful analysis of the reasons, or to reduce the difficulty of language content, or to give children the necessary tips, begins with the words such as a sentence or a word, so the

9、y can be smoothly continued. Here is an example of a lower language difficulty that ultimately achieves its purpose.The instructor asked, what is this? The child did not answer (the response); the director said, biscuit, the child still did not answer (no response); the director: give me the biscuit

10、. The child gave him the biscuit, and the director said, fine, say biscuit. Children: biscuits; the director: good boy.! Whats this? Children: biscuits, director: great! In this case, the child is reluctant to answer a question, so change the strategy appropriately, reduce the difficulty, and let th

11、e child repeat the answer given by the instructor, and finally return to the starting point of the training.(two) cultivate understanding language and establish correct concepts.This part of autistic children with poor understanding does not lack vocabulary in their language, but the vast majority o

12、f these words are negative, content free, and some empty shells of speech. Therefore, training the understanding language and establishing the correct concept should be the second goal of this part of childrens language training. The process of building up an understanding language is also a process

13、 of concept building. The establishment of the correct concept can better promote the development of the understanding of language.The concept is represented by words. It is the basic form of thinking and reflects the general nature of objective things. In the process of cognition, the common featur

14、es are extracted and summed up to form a concept. For example, the common feature of extracting from vehicles, ships, and airplanes for transportation is the abstract concept of means of transport.How to help autistic children develop an understanding language and build correct concepts?.The accumul

15、ation of vocabulary, understanding every word meaning.We can, through the physical card, photos, demonstrate the intuitive means to make children understand the meaning of each word, but also the accumulation of visual perceptual experience. For example, teach fruit words, the fruit should be presen

16、ted to teach children, through the eyes to see, touch touch, smell, taste the mouth means to enable children to acquire the fruit on the rich perceptual experience and in the same way to teach children to identify different fruits.The change teaching.The so-called change type teaching is to teach ch

17、ildren to a concept, to tell the children of different forms of the same concept appears, so that he could go to distinguish and identify the characteristics of non essential things, and grasp the nature of things. For example, to teach the concept of Cup, will be one by one to teach children to rec

18、ognize different colors, different shapes and different materials of every kind of glass, and then gradually remove the non essential attributes (color, shape, material), out of the final glass container drinks or other liquid in the nature of property, so that children know who used for holding dri

19、nks or other liquids is cylindrical or slightly thin instruments can be called the cup. In the process of building the concept of Cup, the child also greatly enriched his understanding of the cup vocabulary. At the same time, the ability of abstract thinking has also been developed.The classificatio

20、n of trainingAccording to the characteristics of the goods classification training is the same thing as a class, this is a very important training to help children recognize objects by academic vocabulary exercise abstract generalization ability. We can do that:First of all, the director told the ch

21、ildren, put it with XX. For example, the instructor pointed to a toy car and told the child to put it in a push cart.Guides are introduced by asking children to categorize things (categories or more classes). For example, the instructor asks, what is this? Children: shoes. The instructor asked, what

22、 do we do with it? Children: wear, guide: these are what we wear. Guide: take another pair of shoes, please. The instructor can also ask what foods are, what they wear and what rides, so that children can divide things into categories.Start by turning things into more specific groups, and then gradu

23、ally teach children to categorize things into more abstract groups. For example, to know all kinds of classified animal: dog and cats, fish. And then move up to the big idea of being an animal.(three) helping autistic children develop functional language;The term functional language refers to the la

24、nguage that autistic children really need, useful, appropriate and useful at the time of their actual life. Functional languages are not just sounds, but also communication methods for other silent languages. The initial functional language should include the following:1. Express the language you ne

25、ed. (I want, I want,);2, polite language of general communication (Hello, thank you, bye bye, etc.);3. Describe the language of general transactions (which is XX, what is this for?);4, answer the language of social problems (name, age, address, etc.);5, the use of simple verbs;6. The language that d

26、escribes the state of my self (I see XX, I have XX; Im thirsty, Im hungry, etc.);7, do not know the answer to the question do not know;8, call for advice, ask for help (XX, can I, can I? Help me, help me, XX, help me.). Helping autistic children develop functional language as soon as possible is the

27、 fundamental way to improve their language behavior. Only in this way can the practical and useful language be used instead of the rigid and repetitive meaningless language to guide autistic children to develop in a normal way.How to help autistic children develop functional language1, training moti

28、vationA child of greater or better ability,The instructor should constantly tell him what he is doing or will do, such as go to the supermarket to buy bread, let him know what we are doing, and learn how to express it. Later on, we should make use of the familiar situation to express his request.Chi

29、ldren who are younger or less able to help him speak out what he wants. For example, he wanted to drink water, and when he was brought to fetch water, he told him, I want water. or lets get water. Cultivate him slowly; express in simple words.Language training of children with autism to daily life,

30、when you go out at home, see people, things are going to teach him to speak, and encourage children to take the initiative to express more, have the opportunity to express the language development of children is better.2, pay attention to methodsIn the one to one teaching, by two people together to

31、teach, playing a leading role in a play, let the children imitate the object, constitute a normal mode of communication, not a question and answer them play two roles.Learn to express your questions by practicing answering them. Here are some examples:1. You can call yourself by your own name. Metho

32、ds: 1) the instructor stood in front of the mirror with the children, pointing to the children in the mirror and repeating the names of the children. 2) help the child point to the image in the mirror and ask, who is this? Another instructor demonstrated, this is XX. 3) repeat questions to children and answer in the following form: this is XX (name the first word of the childs name). 4) if the children try to say go, walk or send other similar to the sound, reward him immediate