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Re:一个新的社会交往干预法----关系型发展干预
RDI的活动目标：
RDI的活动服务于层层深入的社交目标。据我估计，绝大多数我们的孩子都应从第一层次，第一阶段的目标来做活动。
据Dr. G. 反复讲，先要掌握了‘功能’，再管‘技能’。一个阶段的‘功能’掌握好了，才开始下一个阶段的活动。一定要把基础打好。
这里，我先翻译第一层次，1-3阶段的活动目标（包括‘功能’和‘技能’。
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Stage 1: Emotion Sharing情绪分享
Mastery Criteria掌握关键
Partners: Parents and Primary Coaches同伴：父母和主教练
Settings: RDI practice settings设置：RDI实践设置。
Function 1: 功能1：
Seeks out face-to-face gazing to intensify joy and excitement, soothe distress and attend to Coach’s communication找寻面对面的凝视来强化快乐和兴奋，疏解担忧并注意于教练的沟通交流。
F1A. Shares excited gazes during pleasurable activities
功能1A。 在愉悦的活动中分享兴奋的凝视。
F1B. Initiates facial gazing, specifically to share pleasurable facial expressions
功能1 B。 发起面部的凝视，特别地分享愉悦的面部表情。
F1C. Initiates excited facial emotion sharing during brief pauses in pleasurable shared activities
功能1 C。在愉悦的分享活动中的暂停期间，发起兴奋的面部凝视。
F1D. Communicates anticipatory excitement (body orientation facing you and facially orienting to you) for up to 20 seconds when you pause during and after a mutually exciting activity
功能1 D。在一个互相兴奋的活动中和活动后，当你暂停时，沟通表达期待性的兴奋（身体转向你，且脸也朝向你）长达20秒。
F1E. Initiates excited emotion sharing just prior to beginning shared activities that have been pleasurable in the past
功能1 E。就在开始分享活动（过去做过的，曾经是愉快的）开始前， 发起兴奋的情感分享。
F1F. Uses facial gazing for emotion soothing when distressed
功能1 F。 当担忧，哀伤时，用面部凝视来疏解情绪
Stage 1 Skills 阶段1技能
S1A. Orienting for Communication: Conducts clear gaze shifting followed by sustained visual attention when Coach indicates the intention to communicate verbally and/or nonverbally. Maintains visual attention until Coach is done communicating
沟通方向：当教练显示出语言交流和/或非语言交流意图时，用清晰的凝视转换，而后跟着持续的视觉注意。保持视觉注意直到教练完成沟通。
S1B. Two-Partner Gaze Shifting: Shifts gaze back-and-forth between two adults to conduct emotion sharing with both of them during pleasurable activities
与2个伙伴间的凝视转换：在愉悦的活动中，在两个大人间来回转换凝视以同他们进行情绪分享
S1C. Orienting to Anticipate: Shifts gaze and remains focused on Coach’s face during brief pauses and hesitations in shared activities, in order to anticipate the start or progression of the activity
预期方向：在简短的暂停 和犹豫不决中，转换凝视和保吃聚焦于教练的脸上，以便预期活动的开始或进程。
S1D. Simple Role Participation: Remembers and successfully enacts simple role actions (e.g. moving from one position to another) in a manner synchronized with Coach’s actions
简单的角色参与：以一个与教练的动作同步的方式，记住且成功地扮演角色动作（如，从一个位置，移动到另一个位置）。
S1E. Inviting for Interaction: Communicates in a positive manner to initiate and/or continue pleasurable activities. Uses his/her positive facial expressions as a key part of the invitation
邀请交互作用：以一种正性的方式来沟通以发起和/或继续愉悦的活动。用他/她正性的面部表情做一种主要的邀请。
S1F. Positive Persistence: Persists in positive, appealing invitations for interaction when Coach does not immediately respond one way or another to his/her invitation for interaction
正性的坚持：当教练不立即以一种或其他方式来回应他/或她的交流邀请时，用正性的坚持，恳求邀请来交流。
S1G. Providing Enjoyment: Takes specific actions to intensify the Coach’s enjoyment, (e.g. putting on masks, making silly faces and silly sounds). Observes Coach for his/her emotional reactions. Persists in actions that result in Coach’s increased enjoyment
提供快乐：采取特殊行动来强化教练的快乐，（如，戴上面具，扮鬼脸和傻傻的声音）。观察教练对他/她的情绪反应。坚持用行动来使教练增强愉悦感。
S1H. Gaze-Shifting for Soothing: When mildly upset, shifts gaze to Coach’s face for comforting
转换凝视来安抚：当适度地不适时，转换凝视到教练的脸上来寻求安慰。
Stage 2: Social Referencing社交参照
Mastery Criteria掌握关键
Partners: All Coaches, immediate family members and primary teacher (if teacher is involved in implementing RDI)
同伴：所有的教练，家庭直系亲属和主要老师（如教师参与实施RDI）
Settings: Low distraction familiar indoor and outdoor settings. School settings providing one-on-one interaction with an adult
设置：分心的机会少的熟悉的室内和室外设置。学校要提供与一个成人的一对一的交互设置。
Function 2: 功能2：
Coach’s facial expressions and gestures are the major factor he/she uses in determining subsequent actions when uncertain or confused 教练员的面部表情和手势是他/她当不确定和困惑时用于确定下一步行动的主要因素。
F2A. Shifts attention and seeks out Coach’s facial expressions and non-verbal actions when uncertain about subsequent actions当关于下一步行动不确定时，转换注意力并寻找教练的面部表情和非语言动作
F2B. Uses the derived emotional information gained from observing Coach’s facial expressions to regulate his/her actions in a manner consistent with the referenced information
以一种与（社交）参照的信息相一致的方式，用得自于观察教练员的面部表情而来的情感信息来调控他/她的行动。
F2C. Seeks out Coach’s facial expressions and gestures for feedback about action(s) s/he has taken, while under Coach’s guidance, to determine acceptance and/or approval
通过寻找教练员的面部表情和手势来获得有关他/她已采取的行动的反馈，当在教练员的指导下，来确定接受和或赞同。
Stage 2 Skills 阶段2技能
S2A Referencing to Resolve Uncertainty: Shifts gaze and references Coach’s emotional expressions to determine the emotional context and to regulate subsequent actions, in situations of uncertainty or confusion
从参照来解决不确定性：在不确定或困惑的情况下，转换目光凝视并参照教练的情绪表达来决定次情绪的前后关系并调控下一步的行动。
S2B: Referencing for Vigilance: Periodically shifts gaze to track Coach’s whereabouts and actions, when involved in moderately interesting activities (Do not evaluate while he/she is engaged in an activity in which he/she has an obsessive interest)
警惕性的参照：当涉及到适度的有趣的活动时（当他/她正忙于一种可使他/她信趣分神的活动时，不要评估），定时地转换目光凝视来跟踪教练的所在之处和行动，
S2C. Referencing for Information: References Coach’s emotional expressions in situations where facial communication can solve a problem or lead to a correct decision
对信息的参照：在面部交流可以解决问题或导致一种正确的决定的条件下，参照教练的情绪表达。
S2D: Referencing for Instruction: Maintains directed attention and observes carefully to learn appropriate role actions while participating in parallel (e.g. stacking blocks side-by-side) and complementary (e.g. “Builder-giver.”) role activities
对指示的参照：当参与平行的（如二人肩并肩搭积木）， 和互补性的（如‘施工者—材料供给者‘）角色活动时，保持定向的注意力并仔细观察以学习适当的角色行动
S2E. Referencing for Limits: Conducts referencing to remain in areas Coach requests and maintain behavior within limits set by Coach for a time period appropriate to his/her age. Pauses during an enjoyable activity for a rest period at Coach’s request. Does not protest during the break and allows Coach to determine when to resume an activity. Accepts Coach’s directive to end a period of interaction when Coach notices he/she is tired. Accepts Coach’s definition of when a goal-directed activity is complete in a "good enough" fashion, even though more could conceivably be done
对限度的参照：通过参照来待在教练要求的范围，并在合乎于他或她的年龄的时间长度内，保持行为在教练所设的限度中。在休息期间，在教练的要求下，暂停进行一项令人愉快的活动。在暂停时不抗议，并允许教练来决定何时从新开始一项活动。当教练注意到他/她疲倦时，接受教练的指示
来中止一段时间的交流。当一个由目标导向的活动完成时，接受教练的以一种‘已够好了’的方式的定义，即使还有更多可以令人信服地做。
S2F. Referencing for Task Functioning: Attends to Coach’s facial expressions for feedback to make sure he/she is handling and organizing materials properly
对任务机能的参照：注意教练的面部表情来获得信息反馈以确定他/她正在适当地处理和组织材料。
S2G. Referencing for Feedback: Seeks out Coach’s facial expressions and gestures for feedback about action(s) he/she has taken, to determine acceptance and/or approval. Stops, or modifies actions in response to referencing negative, or disapproving facial expressions and gestures 对反馈的参照：寻找教练的面部表情和手势来获得关于他/她已采取的行动的反馈， 来确定是接受和或赞同。停止，或改变行动来回应负面的， 或不赞成的面部表情和手势。
S2H. Referencing for Approval: Stops or pauses to communicate intentions either verbally or nonverbally - for example, pointing while gazing at a desired location - to take an action that may or may not be acceptable to Coach. Regulates actions based upon information referenced from facial expressions and gestures
对赞成的参照：停止或暂停来进行语言的或非语言的有目的的沟通---如，当凝视在一想要的地点时
用手指指---采取一个可能或不能让教练接受的行动。 用从面部表情和手势获得的参照信息来调控行动。
Stage 3: Coordinating Actions 阶段3：并列的行动
Mastery Criteria 掌握关键
Partners: All Coaches, immediate family members, younger siblings (under Coach’s guidance)
同伴：所有的教练，家庭直系亲属，弟妹（在教练的指导下）。
Settings: Low distraction familiar indoor and outdoor settings. School settings providing one-on-one interaction with an adult
设置：分心的机会少的熟悉的室内和室外设置。学校要提供与一个成人的一对一的交互设置。
Function 3: Derives his/her greatest enjoyment during shared activity frameworks from coordinating actions with Coach
功能3：在分享活动的框架结构中，从与教练的并行动作中得到他/她的最大快乐。
F3A. Chooses to continue shared coordination activities, even when offered the option of stopping, or performing a version of the activity that does not require synchronizing actions (e.g. falling onto a beanbag chair or blocks)
功能3A. 即使提供了停制的选择,或表演了此活动的一个不需要同步动作的版本(如,倒在一个豆包椅子上),还是选择持续分享的并行活动.
F3B. Communicates excited anticipation prior to beginning shared coordination activities
功能3B. 在开始分享并行活动开始前, 沟通表达兴奋的期待.
F3C. Seeks out face-to-face excited emotion sharing during, and after successful completion of coordinated movement activities (e.g. face-to-face excitement-sharing when landing on beanbags together)
功能3C. 在成功完成并行的同步活动的过程当中和过后,寻找面对面的兴奋的情感分享.
F3D. Demonstrates the desire to receive guidance and practice to improve ability to coordinate actions
功能3D. 表明愿望来接受指导和练习来改进同步动作的能力.
Stage 3 Skills阶段3技能:
S3A. Coordinating Physical Position: Demonstrates awareness of the relationship of his/her physical position to that of Coach. Regulates actions to move side-by-side, back-to-back and face-to-face, closer together and farther apart, when requested to coordinate with Coach
技能3A. 并行的身体位置:
证明知晓他的/她的身体位置与教练的体位的关系. 当被要求与教练并行时, 调控动作来做肩并肩,背对背和面对面, 一同靠近, 远离的移动.
S3B. Coordinating Back-and-Forth Actions: Uses Coach’s guidance to regulate his/her behavior to remain coordinated during "back-and-forth" activity frameworks
技能3B. 并行的来来回回的动作:
在’来来回回’的活动框架内, 用教练的指导来调控他/她的行为以保持同步.
S3C. Parallel Actions: Uses Coach’s guidance to remain coordinated during activities requiring matching actions
技能3C. 平行动作:
在需要匹配的活动中, 用教练的指导来保持并行.
S3D. Coordinating Movement: Regulates actions to maintain side by side with Coach to successfully carry out shared activity frameworks
技能3D. 并行运动:
调控动作以保持与教练肩并肩地成功地执行分享活动框架。
S3E. Parallel Pretend Play: Matches Coach’s actions to carry out a simple pretend framework where both partners perform the same actions in a parallel manner
技能3E. 平行装扮游戏：
匹配教练的动作来实施一个简单的装扮活动框架当两个同伴（孩子与教练）用平行的方式表演同样的动作。
S3F. Coordinating Starting and Stopping: Accepts and coordinates actions based upon Coach’s definition of the correct starting point for goal-directed tasks (such as building a simple structure from blocks). Remains coordinated with Coach during activities requiring simultaneous starting and stopping
技能3F. 并行开始和停止：
在教练正确地定义有定向目标的任务（如，用积木来搭建一个简单的结构）的开始点的基础上，承担和调整动作。在需要同时开始和停止的活动过程中保持与教练并行。
S3G. Coordinating Role Reversals: Conducts successful role-reversals at Coach’s request during simple, two-role complementary activity frameworks. Reverses roles successfully upon Coach’s request during a new “trial” of a familiar role play. Successfully performs each of two roles in structured role plays where both roles fit together like a "lock and key"
技能3G. 并行的角色反转:
在简单的,两个角色互补的活动框架内,在教练的要求下,
S3H. Coordinating Face-to-Face Actions: Regulates behavior to successfully carry out simultaneous actions with Coach when in a face-to-face position (e.g. Two Ball Toss)
技能3H. 并行的面对面的动作:
当在一种面对面的位置时(如,两个球抛掷), 调控行为来成功地执行与教练同时发生的动作.
S3I. Coordinating Complementary Actions: Successfully enacts complementary role actions in coordination with Coach’s actions. Synchronizes his/her actions with Coach’s in a “lock-and-key” fashion to complete the activity framework
技能3I. 并列的互补行动:
在与教练的动作 并行的角色动作中,成功地实行互补的角色动作.
S3J. Referencing for Coordination: Follows Coach’s verbal and/or non-verbal instructions
技能3J. 参照同等:
跟随教练的语言和/或非语言的指令.
<font size="1" color="darkblue">Edited by - lauray 重新编辑於 2004/07/29 05:26:17</font> |
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发表于 2004-4-17 12:37:15
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