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地板时光年会专贴

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发表于 2006-11-21 03:31:37 | 显示全部楼层 |阅读模式
地板时光年会回来,贴一些相关内容。

才从第10届地板时光年会上回来,感触很深。Greenspan (chairman)and Serena Wierd (vice-chairman) 做了专题报告。Rocki 医生报告中述说她15年前找Greenspan做地板时光时,Greenspan 谈到她小孩将来上大学怎么样,她还感到迟疑。而现在她告诉大家她的小孩将在明年春上大学。整个过程充满了感情和眼泪。

综合我这几天的学习和会议,地板时光很能调动小孩的积极性,引导他们主动走出
自己的世界。有些小孩对ABA不应,但2-3个月地板时光训练后能主动找大人交流。

我专门去问了一下Serena关于地板时光在中国的情况。了解到目前中国只有香港才有训练
师。不过大家也不要失望,因为地板时光是主要由训练师训练家长,再由家长训练
小孩。有条件的家长可去培训,无条件的家长可买书来自己学习。我还打听到Greenspan的“CHILDREN WITH SPEICAL NEEDS” 有中译版,是台湾发行的。有兴趣的家长可上网寻找。

关于FLOORTIME的信息,在中国香港有一个点开始做。有感兴趣的家长可问我要,我
就不贴在此,免得有“托”的嫌疑。
 楼主| 发表于 2006-11-21 03:37:18 | 显示全部楼层

re:Stanley I. Greenspan...

Stanley I. Greenspan, M.D.
Serena Wieder, Ph.D.

MOBILIZING EACH OF THE SIX FUNCTIONAL DEVELOPMENTAL LEVELS

I. Shared Attention
A. Use the child’s individual sensory and motor profile to draw him into shared attention (e.g., more visual experiences for the child who especially enjoys looking).
B. Harness all the available senses, as well as motor capacities and affects (e.g., involve the child in interactions that involve vision, hearing, touch, and movement, coupled with highly enjoyable activities).
C. Use both constructive and playfully obstructive strategies (e.g., dance or run together with the active child; build a fence with your arms around the child who likes to avoid or run away).
D. Stretch the child’s capacity for shared attention by increasing the interactive circles of communication rather than trying to get the child to focus on a particular object or toy.

II. Engagement
A. Follow the child’s lead in order to engage in interactions that bring him please and joy.
B. Build on these pleasurable and enjoyable interactions.
C. Join in the child’s rhythm in terms of affect, visual, auditory/vocal, and motor movements.
D. Join with physical objects of the child’s pleasure (e.g., put the car he is fascinated with on your head and let him roll it on your head as though it were a mountain).
E. Attempt to deepen the warmth and pleasure by giving priority to his comfort and closeness (allow him to lie on you or cuddle or rock with you or stroke your hair for long periods of time).
F. If necessary, use a little bit of playful obstruction to entice him to focus on you. (Engagement involves a range of emotions, from pleasure and warmth to annoyance and assertiveness.)

III. Two-way, purposeful interactions with gestures
A. Be very animated and attempt to exchange subtle facial expressions, sounds, and other gestures (i.e., entice her into a rapid back-and-forth rhythm).
B. Go for the “gleam in her eye” (i.e., entice her with your animated exchanges into an alert, aware, involved back-and-for pattern).
C. Open and close circles of communication by building on her natural interests, inspiring her to respond to what you do. Keep it going as long as you can.
D. Treat everything she does as purposeful, in order to harness circles of communication (flapping hands could be the basis for an interactive flay-your-hands dance or for a game of waving at each other).
E. Encourage initiative by avoiding doing things for him or to him.
F. Support initiative by challenging him to do things to you (e.g., when roughhousing, get him to jump on you or push you down or climb up to your shoulders, rather than simply picking him up and swinging him or doing other things that may be fun, but do not support his initiative).
G. Help hi go in the direction he wants to by initially making his goal easier to achieve, such as moving the desired ball closer to him.
H. Help him be purposeful by creating a goal where none may appear to exist (e.g. he is moving his car around in a back-and-forth motion and you might stand behind the schoolhouse and claim to need a delivery).
I. Over time, build obstacles between him and his desired goal to increase the number of circles of communication (block his access to the door or turn the door knob the wrong way).
J. As needed, be playfully obstructive (build fences around him if he is aimless; get between him and his goals when he is repetitive or perseverative (e.g., get stuck behind the door he’s opening and closing.

IV. Two-way, purposeful problem-solving interactions
A. Extend circles of communication by creating extra steps (e.g., play dumb so he has to show you how to open the door; when she is moving the car to the school, you exclaim and gesture that you first need a delivery at the hospital).
B. Extend circles of communication by being playfully obstructive and creating interesting barriers or obstacles to his goals.  
C. Work up to a continuous flow of circles (e.g., some children will gradually go from three circles to five to ten, etc,; others will get into a continuous flow of thirty plus circles quickly).
D. Challenge her to close circles of communication (e.g., the child is moving her car but ignores your desire t have your dolly go for a ride in it. You block her car with your hand while you gesture in an animated fashion for her to give the dolly a ride.).
E. Combine affect with action and interaction (i.e., always be animated and show affect through voice and facial expressions while creating interactions).
F. Increase the interactive range, including affects and emotions (e.g., child is just hugging dolls and the wolf comes to make trouble, so the child becomes challenged t o knock the wolf away and increase assertiveness).
G. Increase interactive range in different processing areas, including:
1. Visual/spatial (e.g., chase, hide-and-seek, treasure hunt games)
2. Motor planning and sequencing (e.g., obstacle courses, search games, child has to use two or three steps to open the latch to find the cookie). Perceptual motor (e.g., looking/doing interactions such as rolling, throwing, and/or kicking Nerf balls back and forth, reaching for desired objects on a moving string (while crossing the midline)).
3. Auditory processing and language (using sounds and, when possible, words to communicate (e.g., use animated, compelling vocal tones to draw child’s attention or to communicate (e.g. use animated compelling vocal tones to draw child’s attention or to indicate safety, danger, approval, disapproval, or excitement)).
4. Imitation (draw child into copycat interactions where child is shown how to reach for or get something he wants or to make a sound that will get him something he wants).

V. Elaborating ideas
A. Encourage the use of ideas in both imaginative play (e.g., hugging the dolls) and realistic verbal interactions (e.g., “open” door).
B. Use ideas off of affect or intent (i.e., “want juice!” rather than labeling juice in a picture).
C. W(ords)A(ffect)A(ction) – Always combine words or ideas together with affect and action.
D. Chit-chat using words all the time.
E. Encourage imagination through using familiar interactions for pretend play (e.g., feeding, hugging, or kissing dolls).
F. Jump into a drama that your child has begun. Become a character and ham it up. Communicate mostly as the character, rather than as yourself.
G. Alternate between being a character in a drama of your child’s choosing and a narrator or sideline commentator.
H. Periodically, summarize and encourage your child to move the drama along with a question or challenge.
I. Entice your child into long dialogues.
J. Create challenges where ideas or words are necessary (e.g., “up” because the needed action figure is up on the shelf). Keep extending the dialogue.
K. Encourage the use of all types of ideas (symbolic expression) (e.g., pictures, signs, complex spatial designs (building a city), and acting out roles oneself).


VI. Building bridges between ideas (emotional thinking)
A. Close all symbolic circles in both pretend play and reality-based dialogues (e.g. challenge the child always to respond to what you are saying and doing, just as you respond to what she is saying and doing).
B. Challenge the child to connect different ideas or subplots in a drama.
C. Whenever the child seems confused, brings in something from left field, or seems fragmented or piecemeal in her thinking, challenge her to make sense and be logical. Do not supply the missing pieces of logic (e.g., “I’m confused. We were having a tea party and now we’re flying to the moon?
What happened?”)
D. Be patient and summarize the confusing elements. If the child is not able to build bridges between his own ideas, provide some multiple choice possibilities. Avoid supplying the answer or taking control of the discussion.
E. Challenge with “w” questions, including “what” “where” ‘when” “who” and “why.”
F. When the child ignores or avoids responding to “w” questions, such as “what did you like at school today?” through out some silly possibilities to get the child thinking (e.g., “Did the elephant visit your class today?” or “Did you see your boyfriend (or girlfriend) in class?”)
G. Explore reasons for actions or feelings (e.g., “Why are you attacking me?”).
H. Use multiple choice as needed, always putting the likely answer first and the unlikely one second.
I. Have your character in the pretend play create unexpected situations to challenge the child towards creativity and new solutions. Use humor, conflict, and novelty.
J. Challenge the child t broaden the emotional range in the dramas (e.g., so that it includes caring as well as assertiveness and aggressions).
K. Encourage reflection on feelings in both pretend dramas and reality discussions (e.g., “why do you want to go outside?” or “what’s the reason for the attack?”)
L. Gradually increase the complexity of reflective thinking (e.g., challenge child to give different reasons or motives for actions or consider different views – “How does Sally feel after Mary took her toy” and “How does Mary feel?”)
M. Challenge child to give opinions rather than facts (e.g., ‘what color do you like best and why?” rather than “which color is this?”)
N. Enjoy debates and negotiations, rather than simply stating rules (except where the rule is absolutely essential).
O. Encourage choices and discussions of choices.
P. Encourage and challenge the child into the back-and-forth use of words, instead of focusing on correct grammar.
Q. Increase spatial thinking (e.g., treasure hunt games, junior architect games – lay out a whole city for the action figure drama, etc.).
R. Encourage motor planning and sequencing capacities (e.g., draw diagrams for a tea party or house decorations or attack strategies for space wars, etc.).
S. Encourage understanding and mastering concepts of time by challenging the child to use the past, present, and future (e.g., “What are the space monsters going to do tomorrow?” or “Yesterday we went to the zoo. What would you like to do tomorrow?”)
T. Encourage understanding and use of quantity concepts (e.g., how many cookies should each doll at the tea party have?).
U. Pre-academic or early academic work, complex problem-solving, and social skills should be based on providing an understanding of basic concepts (i.e., connecting ideas) through emotional interactions.
For example:
1. In math, negotiate using candies, cookies, or coins to learn adding or subtracting. Keep the numbers small to avoid rote memory. Eventually work on visualizing the objects and doing the calculations using images.
2. In reading, visualize or picture what is being read (whether the parent or child reads it) and then pretend it out and/or discuss it. Embellish the ideas further.
3. In writing, initially use flexible spelling and word choice and focus on interactive, creative stories and communicating needs or opinions. Later, work on correct spelling, etc.
4. For problem-solving and social skills, work on anticipating by visualizing what may happen later or tomorrow, including positive and negative situations. “Picture” the situations, feelings involved, typical solutions, and alternative ones.
V. In both pretend and reality-based conversations, challenge towards higher levels of abstraction by shifting back and forth between the details (the trees) and the big picture (the forest). For example, periodically wonder how all the things the child has been talking about fit together.
W. Gradually expand the child’s range of experiences (without overload or over-stimulation) because emotionally-based experiences are the basis for creative, logical, and abstract thought.
X. Challenge the child to symbolize auditory, visual-spatial, tactile, motor planning and affective capacities together (e.g., building a city [visual-spatial, motor planning, tactile] with different dramas being acted out [auditory-verbal, thematic, imaginative] involves creative, affective interests being
played out in a pattern of integrated thinking).
VII. Tailor your interactions to the child’s individual differences in auditory
processing, visual/spatial processing, motor planning and sequencing, and
sensory modulation.
A. Profile the child’s individual differences based on observation and history.
B. Work with the individual differences. Utilize natural strengths for interaction (e.g., visual experiences for the child with relatively strong visual/spatial capacities). Gradually remediate vulnerabilities (extra practice for listening to and using sounds and words for the child who has a receptive language or auditory processing challenge; extra soothing for the sensory-over reactive
child; and/or extra compelling and animated for the sensory-under active child).
VIII. Simultaneously attempt to mobilize the six functional emotional
developmental levels (attention, engagement, gestures, complex preverbal problem-solving, using ideas, and connecting ideas for thinking). For the younger child or child with developmental challenges, the later levels will be mastered as the child develops. (See Greenspan and Wieder, The Child with Special Needs.)
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 楼主| 发表于 2006-11-21 03:55:48 | 显示全部楼层

re:这是关于语言学习中的一些方法,理疗及...


这是关于语言学习中的一些方法,理疗及工具的信息:

Relationship/Affect and Development of Speech Skills
Diane Lewis, MS, CCC-SLP


Components Necessary for Intelligible Speech

The Basics

Cranial--Sacral Therapy
www.upledger.com
....A gentle, non--invasive, hands on approach used to evaluate & enhance body function. Strengthens overall health, motor coordination, sensory perception, range of motion & neuromuscular function.
....Semi--closed hydraulic system contained within a tough membrane which envelopes the brain and spinal cord.
....Restrictions can impact emotions, movement, respiration, phonation & articulation.respiration, phonation & articulation.

Lymph Drainage Therapy
....www.upledger.com
....LymphLymph--transports fluid in a uni--directional manner
....Drain stagnant fluids, detoxify, regenerate tissues, filter out toxins & foreign substances & maintain a healthy immune system.
....Increased range of motion of muscles in neck, mouth, face regions.
....Autonomic nervous system
....Bruno Chikly MD --Lymphatic Drainage Therapy

Sensory Integration
....http://www.sensoryint.com/
....Tactile & Proprioception
. Vestibular . Vision & Auditory . Regulation . Availability for Movement



Music
....Regulation & Attention
....Rhythm & Intonation/Prosody
....Formulation of Vowels + Consonants, Words
.... Respiration & Phonation and Sentences


NeuroDevelopmental Treatment
((BobathBobath))
....www.ndta.org
....Normalization of muscle tone for function
....Therapeutic handling--hierarchy Respiration, Phonation, Articulation (jaw--lipslips--tongue)tongue)
. Hypotonicity (low tone) . Hypertonicity (high tone) . Mixed tone


Beckman StretchesBeckman Stretches
....http://www.beckmanoralmotor.com/
....Increasing strength in jaw, lips, tongue
. Evaluation . Exercises



Prompts for Restructuring Oral Muscular
Phonetic Targets (PROMPT)

www.promptinstitute.com
....Planes of movement and the whole body
.... Grading of movement . Specific sound production . Sequencing of sounds



Horn, Bubble, Straws and Bubblegum Programs
....Sara Rosenfeld--Johnson and Talk Tools
....http://www.talktools.net/
. Sensory . Speech . Respiration . Jaw, Lips, Tongue



Kaufman Speech Praxis Test
....Nancy R. Kaufman
....Speech Praxis Test for Children
. Wayne State University Press, Detroit, Michigan. 1995 . Organization-Hierarchy the dyspraxic child.

....Information to teach sequences of sounds for OralOral--Motor Appendix, ABLC
The AffectThe Affect--Based Language Curriculum (ABLC)
....Stanley I. Greenspan, MD & Diane Lewis, MA, CCC/SLP .  

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发表于 2006-11-21 11:08:54 | 显示全部楼层

re:请问如何购买该书的中文版?谢谢!

请问如何购买该书的中文版?谢谢!
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发表于 2006-11-21 16:25:13 | 显示全部楼层

re:看不懂英文,谁能帮忙翻译一下吗?谢谢!

看不懂英文,谁能帮忙翻译一下吗?谢谢!
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发表于 2006-11-21 16:26:15 | 显示全部楼层

re:我也想买书.

我也想买书.
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发表于 2006-11-23 11:40:36 | 显示全部楼层

re:中文版(繁体)的书名叫《特殊兒教養寶典》...

中文版(繁体)的书名叫《特殊兒教養寶典》. 我刚订了一本,收到以后再把读后感告诉大家。在找这本书的过程中,我发现一个妈妈的博客网址,正好也在推荐这本书。 这个妈妈应该是住在加拿大的,有一些有关孩子的记录。 我正在拜读。http://myblog.pchome.com.tw/_/myblog/?blog_id=hsichiachao&y=2006&m=05&an=20629&acn=2075
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发表于 2006-11-23 16:54:26 | 显示全部楼层

re:请问楼上您从哪里定的?能告诉我吗?不胜感...

请问楼上您从哪里定的?能告诉我吗?不胜感激!
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发表于 2006-11-24 13:57:17 | 显示全部楼层

re:我也是乱搜的。 最后在淘宝网上面找到一家...

我也是乱搜的。 最后在淘宝网上面找到一家。用书名搜,就只有一家卖。
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 楼主| 发表于 2006-12-2 02:19:32 | 显示全部楼层

re:我最近在研究ABA &FLOORTIME...

我最近在研究ABA &FLOORTIME(是DIR的一种最重要的方法)。从许多过来的家长那里
也了解到总体而言,ABA比较机械,孩子训练后学习好像还不错,但还是机械的理解
一些问题,很难有发自内心的想与人交流。只有静态的社交能力(比如看见人说“你
好”), 但没有动态的社交能力(比如除了“你好”后如何与人进行真正意义上的交
流)。DIR 能通过抓住孩子的兴趣从而按照6个阶段培养(GREENSPAN 的书中有介绍)出
孩子发出内心的交流欲望,解决问题的能力。另外一种比较好的是RDI。 它也是侧
重于孩子的动态的社交能力。。但与FLOORTIME其是相对立的。
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发表于 2006-12-9 19:24:43 | 显示全部楼层

re:和地板时光相对立到底是怎么解释呢

和地板时光相对立到底是怎么解释呢
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发表于 2006-12-11 11:52:25 | 显示全部楼层

re:As my understanding,...

As my understanding, the most improtant things is LOVE and TRUST in floor time. Any present method would be fail without them.
If you really love your child, you could understand and forgive what your child's behavior. If your child always trust you, he will try his best to do what you want him to do.
All in all, the foundation of the relationship is the key point.
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 楼主| 发表于 2006-12-12 00:55:33 | 显示全部楼层

re:[QUOTE][b]下面引用由[u]马拉...

下面引用由马拉松路上发表的内容:

和地板时光相对立到底是怎么解释呢

地板时光是以孩子为中心,为领导,大人围着孩子转,孩子自己开始一项活动。大人
利用他对该项活动的兴趣而适当地插入,与之进行交流互动从而达到交流的目的。
而RDI是以大人为领导,大人开始一项活动,让小孩跟你的思维来转,从而达到交流
的目的。
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发表于 2006-12-12 04:59:38 | 显示全部楼层

re:让孩子唱主角,大人借机行事,这样就带来一...

让孩子唱主角,大人借机行事,这样就带来一个问题,我们知道自闭症的孩子在初期,常常会执迷于那些刻板的无意义的行为中而不能自拔,这时候,他很难对其他的东西感兴趣,那么这时候,大人等待的时间,可能不是几天,几星期,可能是几月了,对于训练师或老师,这可能不会有太大的影响,可是对家长的影响就太大了,人人都在讲早期干预是关键,但是真的要是训练起来了,几星期几个月地看着老师和孩子在一起,看起来还是孩子玩孩子的,老师干等着.家长不跳脚才怪呢.
这也是我觉得大家所讲的ABA和其他认知方面的训练方式,如RDI,地板时光,比来比去,争来争去却常常没讲到的问题,也就是可操作性和可检验性,听起来地板时光好象容易些,但是这里面的分寸不好掌握,什么时候孩子才会感兴趣呢?能感兴趣多久多强烈呢?我需要做什么才能让他感兴趣呢?一切都是"法无定法".
最主要的是结果,这样做的前提大概就是"时光"了,但是要等多少时光才能让家长看到一些"希望的苗头"呢?老师训练的结果到底可以用什么来衡量呢?我觉得这些在可检验性上的"不确定性",大概是造成了"地板时光"面世以来却久久没有大量的独立的研究报告问世,(现在格林斯潘说正和多伦多大学在合作一项常年的调查),我想这也是很多学校和家长之所以选择了ABA,而不是地板时光的原因吧.

尽管我现在没用任何这样那样的训练方法,但是如果时光倒流,我心目中最佳的组合应该是:ABA为主的课堂教学,和地板时光或RDI引导下的家庭及休闲训练.
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发表于 2006-12-12 09:59:26 | 显示全部楼层

re:大人在干预过程中的主导地位,我想应该成为...

大人在干预过程中的主导地位,我想应该成为各种自闭症干预方法的共识。包括RDI,对此也有确的要求,启步就是要建立“师徒关系”。地板时光的此方面的具体做法不知是否有明确的说明?

这样做的原因,就是像楼上冯帮主所说的,如果让孩子唱主角,大人跟着走,貌似“带上童心”,让孩子从兴趣出发”去学习,实际上可能会过于放纵而虚度时光了。因为说到底,我们的孩子是特殊孩子,大家都有过这样的苦恼, 他们时而非常敏感,对于无聊的事物乐此不彼,时而又迟钝得很,那么有趣的东西他们却无动于衷。

ABA在教学中强调的是孩子的“反应”不强调孩子的“兴趣”,有趣/无聊,我说了算,我通过教学来让你体会到。当然,我并非凭空说了算,肯定也是带着童心的,也是参照正常孩子的兴趣的,我给你的奖励是糖块而不是香烟,就可以算周知的“童心”和兴趣。ABA早期干预自闭症,靠行为强化而培养孩子的兴趣,而非单纯以孩子的兴趣出发,这在于一般幼儿教育的理念上似乎“大逆不道”,因为那里都说“兴趣是最好的老师”。

ABA最受人垢病的方面,就是楼主说提到的“机械”的问题,具体说来,包括孩子过分依赖辅助,包括强化物难以撤除的问题。这两方面在现在ABA的教学要求中,也一上来就提醒大人注意:它们的引入,从一开始就要计划着如何最终撤出。但这的确是个难点。一方面,有训练操作上的刺激控制,和自然强化的转移,这还属于大人能够努力操控的,可另一方面,孩子天生的生理障碍,像“镜像神经细胞系统障碍”,让孩子天生就是缺乏“共鸣”,因而难于形成行为记忆,让我们叹息教学进展的缓慢。

比如简单的握手问候的行为,我孩子在实际中,就是难以富有情感地在入园时候向老师热情地致意,难现出其他儿童情感交流,那种机械,曾经让我沮丧透顶。但我还是清楚地意识到,这绝非单纯的一两项“握手”“你好”的训练项目就可以教出来的,需要各方各面大量的基础技能的积累,而那些积累,对于普通孩子却是容易达成的。所以,沮丧过后,我明白要求孩子对老师表现那种“献媚讨好”式的亲切问候,为时尚早。
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发表于 2006-12-12 11:36:33 | 显示全部楼层

re:地板时光中有一个教条非常重要:如果孩...

地板时光中有一个教条非常重要:
如果孩子启动的一个活动,大人一定要积极参与,并把它引向正确的方向.
这一点与大人主导的要求并不矛盾,它更强调的是我们的观察力和敏感性,及对孩子正向行为主动性的强化.这在ABA训练中,包括即时教学中也是强调的,比如设置障碍,设置情境,目的在于教给孩子社交启始能力和维持能力.但是ABA要求,如果孩子未能按期望进行下去,大人一定要给予及时的辅助,而不能顺其自然,如此,突出了大人的主导地位.
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 楼主| 发表于 2006-12-13 00:48:30 | 显示全部楼层

re:我想冯帮主和秋爸爸都说得有道理。最开始我...

我想冯帮主和秋爸爸都说得有道理。最开始我也像冯帮主担心的一样,只由小孩的兴
趣,小孩一般都有机械刻板行为,那怎么办?

我最近才开始在一个地板时光培训师那里培训。我带小孩去,小孩启动活动后,她
告诉我当时该做什么。我也问过她这个问题。她说要在跟小孩有共鸣的时候转移他
的兴趣而且泛化(时间,地点,人物,东西)避免刻板重复行为。但因为这种小孩一
般感官统和不好,因此要注意每次变化或转移要一点一点地来,否则小孩会受不了
(OVERWHELMING)而不能跟随你的输入,提前结束回合。当然说起来容易做起来难,
这也需要在实践中慢慢体会。

而且她也告诉我最开始几次特难。因为这种小孩习惯别人告诉他怎么玩东西,而不
是自己能启动一个活动。ABA就是这样由老师启动活动。但是这是小孩必须的。我小
孩第一次去屋子里有很多玩具,但他不主动玩,就在那围着我走来走去。我也着急
啊。但她说过几次就会慢慢好些。第二次小孩就开始有一些自己找东西玩的情况了。
而且第二次的CIRCLE(回合)比第一次多了许多。我感觉在她们的指导下是比较容易
跟小孩勾对上(HOOK),而且不容易玩掉(LOST KID),因此回合明显增多。如果是自
己跟小孩玩很容易小孩突然就不理你了或注意力转移了。

在一般最开始是要由小孩启动一项活动,因为是小孩启动的,所以他肯定感兴趣。
当他开始之后,大人介入,引起他的关注,通过设置障碍,加入新的因素而达到转
移他的刻板玩耍方法,将他推向更高更深的交流中。我觉得秋爸爸说得对“如果孩
子启动的一个活动,大人一定要积极参与,并把它引向正确的方向.”这也正是FLOORTIME的
要点之一吧。

我才开始两次培训,我想在将来每周一次的培训中会有更多的切身体会吧。
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 楼主| 发表于 2006-12-14 06:06:28 | 显示全部楼层

re:----- Original Messa...

----- Original Message -----
From: Julia Elhauge
To: floortimeMA@yahoogroups.com
Sent: 7/2/2006 9:57:17 AM
Subject: Re: [BostonFloortime] Floortime vs RDI

To really get the differences, you should read the books: Autism/Aspergers:
Solving the Relationship Puzzle by Steve Gutstein for RDI; The Child With
Special Needs by Stanley Greenspan for Floortime (though both have written
many other books.)

Basically, and I hope someone else who is better at this chimes in...
Floortime has you join the child in his interests and his play, with this
basic goal: getting the child to close circles of communication with you,
like a conversation but with lower standards. You are playfully obstructive
in your interactions, like another child might be, trying to create small
problems that the child will problem solve or negotiate with you, closing
more circles of communication. You would use language of a simplicity that
child can understand. For example, my son likes to line up his little cars.
We would enter with two new cars, and put them in line. He, being a control
freak, would object to wherever we put them. We would put on a childish
stubborn face and say we don't like the place he wants us to go. We would
then negotiate where our cars would go, perhaps challenging other cars to a
race to see who wins each spot, or opening a new parking area, etc. By
entering the child's play, we catch them where they are most motivated to
communicate with us rather than ignoring us. I have messed up his control;
he must deal with me. Of course, we are playful and fun, as we are trying
to make them enjoy the interaction, and not induce a meltdown. Some call
this a child-led intervention because we allow the child to chose the
activity to capitalize and his motivation, but since the adult is entering
with an agenda, this is not really true. Floortime develops communication
skills, social negotiation, flexibiilty and problem solving ability, and
expands and develops imaginary play skills so important to the development
of abstract thought later on. As the child's social competance improves, we
hope it generalizes so he will feel comfortable trying to negotiate with
others rather than withdrawing, and that he will enjoy playing with us and
decide playing with others might be fun.

RDI, like Floortime, has a specific set of developmental levels and steps to
guide the parent though the process. It is similar to Floortime in that it
targets the development of social motivation from within the child - i.e.,
develops a desire in the ASD child that NT kids have, a desire to interact
with others for the pleasure of it. In both programs, the parent is the
primary "therapist" because the child is most attached to the parent, and
most motivated to interact with you over all others. In RDI, you play
specific interactive games of the parent's choosing. Parents can use games
developed by Gutstein, but are encouraged, once they understand what they
are trying to acheive at each step, to develop their own games and
incorporate them into daily life/chores. We do a fun coordination game
setting the table - we eat take say, a plate, and copy/coordinate each
others dance to the table, and place the plate down at the same moment. He
has to reference me (look at me to see what I'm doing) and imitate, and
coordinate (modulate his movements to mine at the same time- notice he can't
be in control or it won't work). To coordinate, you have to give up control
of your own agenda, and follow the leader. And its more subtle than that -
with proper coordination, there is no official leader, and you are both
matching each other. We make it very silly and fun (butt shaking, driving
the plate) so there is emotion sharing too. And when we are done, I
spotlight, sometimes he does - we high five, and talk about how fun it is to
set the table TOGETHER. (Spotlighting is verbalizing the best moments and
what you want them to remember - our kids often have recall problems).
There are many other things too, like heavy use of declarative language over
imperative ("I see Nicholas' shoes with no feet in them" over "put on your
shoes.") and incorporating the unexpected, so they will look at you not
because they are prompted, but because it might be entertaining.

Sally who runs this site can best tell you how to start Floortime, though I
would start by buying the book and reading it. She offers free floortime
training monthly most years, though I think not in the Summer. You could
also contact Arleen Schwartz, M.Ed., a Floortime consultant with limited
space opening up in September, who could train you weekly in your home as
well as work iwth your child Aschwa781@aol.com

To start RDI, you would also buy the book (amazon is fastest and cheapest,
don't use the RDI site), contact the local RDI consultant in Brookline, Dr.
Lauren Weeks (listed in phonebook), and go the the RDI site,
www.rdiconnect.com which tells you how to jump start things while waiting
for a consultant.

The difference between both these interventions and the traditional
behavioral approaches is that behavioral interventions get them to do proper
behaviors by breaking down everything into small achievable steps, by giving
an external reward - sticker, snack, motor break, whatever. RDI and
Floortime develop the internal social motivation that drives NT kids to
learn and imitate; the intervention is emotional.

Julia E
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发表于 2006-12-14 13:51:56 | 显示全部楼层

re:今年2月份我在RDI理解实践帖子里写过一...

今年2月份我在RDI理解实践帖子里写过一点相关的东西,现在再整理一下挪到这边,看有无参考价值。

D.I.R/“DIR(FloorTime)”/RDI的联系和区别


    “DIR”现在常常专指Green Span倡导的以FloorTime为核心部分的自闭症干预方法,但是我们完全可以把D.I.R理解为自闭症干预的几项原则,这样想的话Green Span的“DIR”和Gustein 的RDI可以认为是符合D.I.R原则的两种比较相似的干预方法——

    1)Developmental发展的,是指通过研究总结正常孩子的“发展”过程,然后设法让孩子基于这个发展过程继续成长,让干预的方法符合成长的自然规律,从这点来看,Green Span的“DIR”与Gustein的RDI是一致的,“DIR”提出了“六个发展里程碑”而RDI提出了“6级28阶段”(现在4.0又整理成动态评估、事件记忆、经验分享、创造性思维、自我意识五个方面各5个发展阶段)是很相似的;

    2)Individual-Difference个体差异的,其实不但是“DIR”和RDI,几乎所有自闭症治疗方法都承认自闭症的表现是情况各异的,对于不同的个体要根据具体的水平、缺陷情况个采取个性化的治疗方案;

    3)Relationship-Based基于人际关系的(或者基于情绪的),这一点是说干预方法的是否以“人际关系”能力为核心。Green Span的“DIR”和RDI都声称是基于人际关系为核心的,实际情况也确实是在朝这个方向发展,并且都更强调人际交往的内在动机的培养;


    FloorTime是“DIR”的核心方法,FloorTime地板时光这个词的采用很有含义,有“孩子的成长是从地板开始的”(孩子都是和家长在地板上玩着长大的)“还孩子一个成长的过程”的意思,另外也包含了“实验室的”“课程性的”“特定环境性的”等含义,就是说FloorTime是家长给孩子创造的简化过的容易操控的环境,孩子在FloorTime学到的技能还要再经过提升以便可以在真实环境中使用。他的基本方法和最大特点就是是“跟着孩子的兴趣走”然后创造需要交流的机会。
    FloorTime认为交流的基本单位是Circle,再复杂再高级的交流功能也是以circle为基础的,因此FloorTime从最基本的Circle做起,逐渐增加Circle的次数、复杂度从而形成交流的能力和动机;而RDI从比较粗的层面先确定交流的发展应包括情绪分享、参照、协调等阶段,继而强调在不同阶段创造一些机会让孩子去培养相应的动机和技巧,因而形成“FloorTime以孩子为主导,RDI以家长为主导”的印象。
    不过我觉得这种提法有点问题,FloorTime以孩子为主导是强调可以并且鼓励跟随孩子的兴趣来选择适当的活动,孩子主导的只是活动的选择;而RDI的家长主导指的是家长主导整体的发展方向,家长应该知道当前阶段用哪些方法着重培养哪个些能力,两者并无可比性。实际的情况是,FloorTime孩子主导着活动的选择,而家长心里把握着六个发展里程碑的总路线;RDI家长主导着整体目标,而在生活中随机应变地创造机会让孩子去学习,可能是家长发起并主导也可能是孩子发起家长响应,并不刻板。
    另一个让人觉得RDI以家长为主导的原因也许是RDI中曾强调在亲子间建立“师徒关系(Master-Appretice Relationship)”,这是正常孩子成长过程中与父母形成的典型的关系,有利于孩子的成长,RDI强调这一点是因为一旦建立这种关系对后续的发展将有很大的促进作用。FloorTime虽然没提到这种关系,不过我相信孩子随着FloorTime的里程碑一步步往上走的某个阶段就会自然形成这种关系,FloorTime是绝对不会排斥这种关系的,对“以孩子为主导”的理解不必刻板,而RDI中的师徒关系也不可刻板地理解为单向的主宰,其中的互动成分也是得到承认的。

    从具体而微的操作上来看,FloorTime和RDI也是十分相似的,FloorTime里面的很多具体的方法和技巧都和RDI的要求一致,如强调肢体语言、夸张语调、放慢节奏、强调情绪分享等(我本人就是在学习RDI的过程中理解和体会这些方法和技巧的内在道理的)。


    Green Span的“DIR”除了FloorTime之外还包含了其他内容,在采用FloorTime方法使孩子在情绪分享、关系能力和思维方面有一定改善后,Green Span的“DIR”也强调引入实际问题的解决(problem-solving time)等内容,甚至可能采用语言治疗师、行为治疗师、特殊教育等等可用的资源,形成一个“全面计划”(comprehensive approach),要实现一个“全面的”计划,投入可能可大可小的,在FloorTime的网站的资料中能看到有指导如何权衡资源分配的部分,而FloorTime是以家庭为基础的一个部分,相对来说投入也少很多,比较容易实现,这也许是为什么知道地板时光FloorTime的人似乎比知道“DIR”的人要多的缘故!
    可见“DIR”覆盖的范围比较大,它以关系发展为核心(FloorTime)并尝试集成各种干预方法,现在感觉它和RDI的其中一项区别在于,“DIR”是在使用FloorTime使孩子得到一些改善后开始集成更多方法,而RDI则强调不得不为之而进行了短期的行为或语言矫治后应该尽快回到关系发展的路上;在发展模型上看,RDI似乎研究得比较细致些已经分出400多项功能和技能目标而且仍在不断演进,FloorTime也应该有更细致的说明,但目前我还没看到,这也许是我们进一步比较的重点。

    《特殊儿教养宝典》还没拿到手,以上一些理解基于从网上看到的一些资料,未必正确,待好好读一读《特殊儿教育宝典》后再看有没有新的理解。
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发表于 2006-12-14 19:45:27 | 显示全部楼层

re:每周30小时ABA,3小时感统,3小时语...

每周30小时ABA,3小时感统,3小时语言, 2小时FLOORTIME,全部是一对一的个训;
另外,在专业医生指导下的生物疗法。
还有,妈妈在学习RDI和FLOORTIME,参加年会和培训。
--------其实这正是我心目中理想的干预方式--------------

RDI可能离我们越来越远了,从4.0版后,RDI摇身一变成了操作系统(RDI OS), 所有信息彻底封闭,连以前的chat transcripts和newsletter archive也全部删掉了,以后看这些内容要收费,可能是每个月50美金。

看了Floortime和格林斯潘的其他书,感觉格林斯潘才是真正的学者,20多部著作和百多篇论文,以及政府的奖项,足以说明问题了,G博士不过是站在这些学者肩膀上的一个地道的商人而已。

Floortime能兼容和结合其他的干预方式,RDI却唯我独尊,一个RDI认证的咨询师被人问到如何看待ABA时,回答道:"为什么还要用ABA,ABA不能解决自闭症的核心问题,只有RDI才能解决自闭症的核心缺陷"

1990年到现在,已经16年了,还没有证据证明RDI解决了自闭症的核心缺陷。
甚至解决其他缺陷的证据也没有。

RDI的理念实在是非常吸引人,是不是只是花瓶而已?
觉得还是ABA这个黄脸婆更可靠,更实际。

相关信息:
=====================================
Dear Friends,

Since 2001, the Connections Center website archives have been a valuable resource for parents, professionals and educators around the world. In years to come we hope to be able to always serve the families and friends that we have worked with for so many years with the same amount of accessibility.

Unfortunately, because of the freedom of access to these resources there has been an element of abuse, with people taking statements out of context and using them in a volatile way. We are currently working on a way to remedy the situation, and in the meantime appreciate your patience

=====================================

All,
It is my understanding that most useful information will be removed from public availability from this site. In speaking with my consultant, she said that families will be *required* to subscribe to this site by paying a monthly fee. The fee is supposed to be less than $50 per month (who's guessing $49.95?). Tracking will then be done online, and chats and all else will only be available to subscribing members. Did I mention that the families are REQUIRED to join? It is a dictate to the consultants--their patient families MUST join.

I love RDI and I feel it is the only method for my son. Yet I think this place is becoming a money-making machine. The training is outrageously expensive--over $2200 for 4 days and that doens't include airfare or hotel or food or anything else, then there is the biweekly consultant fee, and now a monthly subscription fee. It is ridiculous. People are struggling to pay for this as it is.

I just feel like they are taking something that really works and making it unavailable to the masses, thereby defeating their purpose of truly helping families with children with autism.

I am just very frustrated by all of this. And I am guessing this post, along with the chat transcripts, will soon be deleted since it is inflammatory. May I please say to the good doctors who developed this method before you delete this message---please, please, please realize that we are struggling families and by making everything so expensive you are precluding us from using the one method that truly provides hope.

Sincerely,
A fellow concerned parent.
=====================================


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