自闭之魔

oy

今天，开了第四次小组会议。也是和EI训练组的最后一次会议了。会上，我们讨论了从EI向学校转交的各种问题。

niuniuma

Thank you for sharing your working group report. Very helpful.

As for the manding, the following is from book <<Right from the start>>:

...Even when students get good at labeling things and answering questions, they often fail to make their own needs known. This difficulty in spontaneous requesting has far-readching implications, especially when students are in more inclusive classrooms where teachers cannot anticipate their needs. Manding should continue to be a focus of instruction.....

Sample goals for manding include:
requesting via one word
requesting via 2 words
requesting using a sentence
requesting with eye contact
requesting using additional descriptors
requesting missing items needed for a task
requesting information
...
In a manding session, they simply made availabe to Max things he really liked. They put them out, enticed him as best they could, and waited for him to indicate his desires. At first, he simply looked at the thing he wanted. Then he began reaching for items. Eventually he started vocalizing for the things he wanted. The teachers were careful to make sure that the manding sessions were fun for Max.
....His teachers initiated programs to teach him to request an object when it was missing from a task (e.g. a puzzle piece) so that he could complete an activity. They also taught him to request items to begin an activity (e.g. a pair of scissors for an art project). In addition, they taught him to ask for information such as where a treat was hidden or when a visitor would arrive. They made sure to generalize these skills to peers, so that Max understood that other children could be sources of help and information as well.

oy

谢谢妞妞妈妈提供的信息。你(们)读书多，我忙，直接从你(们)这里受益了。很感谢：-)

你的头像是妞妞画的“海豚”吗？很好啊。你们在绘画方面对妞妞有无引导，全是她自己琢磨的吗？我儿子最近兴趣扩展了一些，对画画感兴趣了。我在想怎么引导帮帮他一把呢。(我和老公是绘画盲音乐盲)

oy

re:最近

niuniuma

attending我也不知怎么办？要不就玩他感兴趣的东西。要不就用很有吸引力的强化物。２岁是没法讲道理的。

至于海豚，或海狮，那可是没有早期教育特殊教育的产物。女儿一直上普通学校，哪里有人１对１管她，她是有足够的时间作自己想作的事，每时每刻都在画，一天８小时的画。 我从来就没帮过，甚至天天打击她，“不要再画了，就知道画！”她的画都很好，太多了，大部分都扔了，想想挺可惜的，可是太乱了。有时想，如果女儿小时就有早期干预， 一周３０小时，她如今会怎样，还会喜欢画画吗？是不是其他方面会强些？干预多少算合适？不愿深想。尊重现有的，带着良好的愿望展望未来。

oy

妈妈的心情，真的是起起伏伏啊。上午去语言师那儿，宝贝表现不好，妈妈回来后忍不住上以琳发贴求方子。可是下午，看了Lily今天写的训练记录(session notes)，妈妈又很高兴。

“We played with the school yard toy. Wen can spell many words. he quickly learned to spell my name, and "Cherrios". When I spelled out "Eric" and then told him what the word was. he looked towards the door (Eric in next room). Later, when dad and Eric had joined us, I spelled E-R-I-C, B-A-B-A, L-I-L-Y, and M-O-M. In each case, Wen looked at whoever's name is spelled, without me saying the word."

除此之外，爸爸还告诉妈妈，爸爸带宝贝去院子里玩，宝贝捡到一个松果，好奇地拿在手里看着。爸爸在旁边说，“nuts”。宝贝开心地笑着，把松果递给爸爸看。

多好多自然的joint attention。

kwenma2

下面引用由oy发表的内容：

妈妈的心情，真的是起起伏伏啊。上午去语言师那儿，宝贝表现不好，妈妈回来后忍不住上以琳发贴求方子。可是下午，看了Lily今天写的训练记录(session notes)，妈妈又很高兴。

“We pl...

"我是一个很open mind的人。ABA，Floortime，RDI,我不拒绝任何一种方法。或许，最终，我会用融合三种的方法来工作。"
我们目前就是一个混合体。每种方法都有其长处。孩子的特点不一样，如果能很好的融合各种方法，孩子又有反应，那就不错了。我们小子当初跟你儿子的情况类似，所以我觉得地板时光的方式让小子开始觉得跟人交流有意思，激起了他的内在兴趣。

niuniuma

lily一直以孩子的情感发育为主，在宝贝身上，她成功了。她真心喜欢宝贝，从来不给宝贝任何压力，宝贝也感应到了，也是真心地喜欢和她在一起

感动！

我对地板时光也是有种特殊的喜好甚至感情的。它对我和女儿的关系，和老公的关系，我们一家四口的关系，都有着重要的影响。老格曾说，干预的最基层不是地板时光，也不是SHARED ATTENTION, 而是一个情感和谐，运作协调的家！他还说，很不幸，很多有发育问题的孩子恰恰就生在了有这样那样问题的家庭。家庭是最基层。...体会了这段话还有它的很多很多其他道理，我很多事才想明白，并努力做，我的心情才日渐快乐起来。

女儿是天使

我相信，无论什么训练方法，情感都是一个最基本和最前提的因素。我也越来越倾向于，孩子的训练最终还是要靠父母，父母必须要成为好的训练师，也要融合不同的方法。

oy

Agree!

下面引用由女儿是天使发表的内容：

我相信，无论什么训练方法，情感都是一个最基本和最前提的因素。我也越来越倾向于，孩子的训练最终还是要靠父母，父母必须要成为好的训练师，也要融合不同的方法。

oy

Objective: Requesting assistance. When the assistance of another is needed, the child will convey this through the use of an appropriate sign/ and or verbal approximation for 80% of the opportunites provided for three consecutive sessions.

Sign language for "Help":

http://www.youtube.com/watch?v=vubOI51IP0E

oy

Objective: Indicating termination : When finished with an item/activity or desiring to be finished, the child will request termination with a sign and or verbal approximation for 80% of the opportunites provided for three consecutive sessions.

Sign language for "All done":

http://www.youtube.com/watch?v=hrSCxbF9Xwc

oy

Objective: Indicating preference : The child will point to the item to indicate preference for 80% of the opportunites provided for three consecutive sessions.

oy

Objective: The child will look at others when his name is called. This will improve his ability to imitate the behavior of others as well as attend to others

Instruction: "xxx, look", or " Look at me"

oy

Objective: The child will be able to follow one-step instructions given by his parents and educators on a consistent bases.

Sd: Instruction (eg: come here, sit down)

-----------------------------------
1. Sit down
2. Wave byebye
3. Gie me a hug
4. Kiss baby
5. Clap your hands
6. give me five
7. Blow a kiss
8. stand up
9. put it on the table

oy

Objective: The child will imitate actions with objects.

Sd: "Do this" with a demonstration of an action with a particular object

------------------------------------------------------

1. Block in bowl
2. Block under bowl
3. Block on top of bowl
4. Blocks side by side
5. Block on block
6. Hug baby
7. Kiss baby
8. Feed baby (w/spoon)
9. Wipe baby's face
10. Feed baby (w/bottle)
11. Cover baby
12. Brush baby's hair
13. Brush baby's teeth
14. phone to ear
15. Drink from cup

oy

Objective: The child will imitate gross motor movements. This will increase his imitative play and hopefully teach him the concept of imitation so he can imitate speech sounds.

Sd: "Do this" with a demonstration of a gross motor action

Generalization: The child should imitate hand motions to songs. Imitation should also occur in a variety of environments outside the session room.

------------------------------------------------
1. Tap table
2. Clap hands
3. Arms up
4. Wave
5. Tap tummy
6. Wipe table
7. Hands to cheeks
8. Tap legs

oy

Obejsctive: The child will match identical and non-identical objects and pictures

Stimuli: "March" or "put the same"

Discrete Trial teaching procedure:

1.Sit across from the child
2. establish attending
3. Place s items or pictures on the table (3a. with paper cue)
4. Give the child an item or picture that matched one of the items on the table
5. say "march" or "put with same"
A. Initially use a full physical prompt and guide the child to place the item on or next to the identical item. after 3 fully prompted trials, use least to most prompting procedure
B. Fade prompts as soon as possible. Be very careful not to look toward the correct response
6. Reinforce correct responses including prompted trials. use differential reinforcement for unprompted trials.

7. If the child fails to respond or responds incorrectly:

Remove all items from the talbe. Look away for 3 seconds
Place the items back on the table in the same order and prompt the correct response using least to most prompting procedure
Run the trial again to ensure the child can respond independnetly.

Task Analysis:
Identical Objects
Identical Pictures
Object to picture
Picture to Object
Non-identical objects
Non-identical pitures

oy

Objectives: the child will point/touch pictures of individuals engaging in verb actions

Prompts: "Point to/ touch Verb action"

Prompting levels/ steps:
1. Fully physical
2. Gesture/ point prompt
3. Independent

Reinforcement schedule: Initially reinforce after every trial with a prefered reinforcer. Graually move to intermittent reinforcement system for generalized skills

Mastery Criterion:
80% of the first 10 trials three consecutive days/sessions at an independent level. 2 different people must get 80% or better to move to next set item.

Discrete Trial teaching procedures:

A. Initial teaching:

Sit across from the child
Place 3 verb action pictures on the table
Give the promt
The correct response is for the child to touch or hand the appropriate card to the therapist. Initially, tach errorlessly and then fade prompts
Be very careful not to look toward the correct response
Once he is responding independently. if he touches two items or touches the incorrect item immediately, remove items from the table, look away for 3-5 seconds, and repeat the trial. Repeat it again to ensure that the child can respond independently.

*. Generalization: The child should be able to respond to multiple examples of each item.


-----------------------------------------------------------------------------

Verbs LIST:

Eating
Drinking
Sleeping
Waving
Kissing
Coloring
Jumping
Standing
Blowing
Reading
Clapping
Knocking
Sitting
Swimming
Crying
Riding
Brushing

oy

Obejective: To be able to respond to "quiet hands" by folding hands on the table or in the lap for 80% of the opportunities provided for three consecutive sessions.

Materials: None

Reinforcers: Social, assess for tangibles

Stimuli(Prompt): "Quiet hands"