求助;自我管理训练

清潭

俺前天听到了一个新概念：用自我管理训练来增强自我监控能力。
自我监控能力包含有很多方面，其中有肢体、思考历程、注意力等等。

这是杨宗仁教授在看了DD的录像资料后提出，他认为目前的DD需要这样做。我还不知道能不能向教授讨到相关资料，也没印象曾接触过这个类别的资料，哪位帮我找找？

燕原

感觉像自我ABA。

[转]我国学者董奇等人(1996)经研究发现，自我监控能力的培养需要一套基本的、必要的方法。具体说，包括五个环节。

　　1．明确阐释自我监控活动的含义和意义，包括：
　　(1)明确指出自我监控的含义和内容以及什么是自我监控，自我监控包括哪些内容；
　　(2)使培养对象认识自我监控的价值，并促使其积极参与，逐渐承担监控自身活动的责任。

　　2．自我监控的心理示范——出声思维
　　出声思维，既是评估自我监控水平的重要途径和手段，又是培养自我监控能力的重要环节。
　　(1)培养者通过出声思维呈现自我监控过程。通过出声思维，个体可以用语言描绘自己自我监控时的思维过程，使得调控过程中不可直接观察的心理过程能清楚地呈现在被培养者面前，这就是所谓“心理示范”。
　　(2)被培养者通过大声思维来练习自我监控和体会自我监控的过程，减少模糊的认识和猜测。

3．自我监控知识的直接指导
    直接指导包括以下六个步骤：
　　(1)将学科目标分解为可操作的步骤，根据明确的目标组织学习；
　　(2)确定步骤和选择有组织的系列材料；
　　(3)用丰富的例子进行充分的指导和讲解；
　　(4)设计许多问题，提供大量的联系机会；
　　(5)予以反馈和修正；
　　(6)积极监控学生的学习进程。

    4．基本技能的规程化训练
    所谓规程化，是指将活动的基本技能，如解题技能、阅读技能、记忆技能等分解成若干有条理的小步骤，在其适宜的范围里，作为固定程序，要求活动主体按此进行活动，并经过反复练习使之自动化。

    5．保持与迁移——联系、实践和反馈
　　为了促进培养对象自我监控能力的保持，训练者要提供大量练习与实践机会，并给予积极的反馈。为了促进培养对象自我监控能力的迁移，可采取直接的方法，如通过直接讲解，使学生明确意识到监控策略运用的条件，这就要求在教学的每个阶段，都应提供多个范例，在需要运用策略的地方提醒学生，使学生坚持练习，并将策略运用于自己的实践活动之中。也可采用间接法，如设置多种练习情境，在多种情况下训练运用某一特定的监控策略。

何子

补充点学习策略

http://222.200.98.43/ziyuan/xinshiji/10/xuexilun/charpt7/lesson3/material/xxl_07_03_4.htm

GOGO妈

我也想多了解一点

清潭

谢谢燕原姐的“自我ABA”、何子姐的“元认知”。

感觉按这么监控，考试会保持最高水平的。


那，7、8岁屁孩儿怎 么监控自己去认真注意听呢？
杨教授举了个小例子，不知道我自己有没有听错：设个表格，老师一份，孩子一份。每5分钟，孩子给自己打分，老师也给他打分。过后，看老师的意见和他自己的有多大差异。
我想，要能记住每5分钟给自己打一次分，那也干不了啥了。

大家继续，继续啊！

清潭

自己顶一下。

BMW

Self-discipline is a skill that most autistic children have trouble acquiring. This includes not only inappropriate outbursts, but also habits that can be potentially dangerous, such as being aggressive towards others or causing harm to themselves, such as banging their heads off walls. To prevent these and other behaviors, one technique parents and educators can use to control autistic tendencies is self-management. Giving the child power over him- or herself is often the key to keeping control over violent situations and may be a positive step towards learning other behaviors as well.


Self-management works because the child is no longer fully controlled by others. By teaching self-management during specific times of day, such as while the child is at school or therapy, the child will be more likely to continue to practicing self-control during all times of the day. The key is to implement a program in which he or she monitors his or her own behavior and activities. Begin with short amounts of time, and continue to monitor the child from a more passive standpoint. Every ten to fifteen minutes remind the child that he or she is in control and needs to monitor and be aware of good and bad behavior.

This monitoring is a form of self-evaluation. When a child is in control, he or she may think more closely about behavior in the past and present. Set clear goals with the child-for example, an afternoon with no aggression towards others or a day at school with no self-injury. Every fifteen minutes ask the child how he or she is doing. Is the goal being met? If the answer is no, perhaps the child is not ready for self-management, or perhaps the goals are too unattainable. You want to make sure that the goals are easy to reach at first, and then move the child towards more difficult goals in the future. When a child is successful at self-monitoring, he or she will have a more positive attitude towards the experience.

Of course, an important part of self-management is a rewards system. Have the child come up with his or her own reward, depending on interest. Reinforcement will make these good behavior goals more clearly marked in the child's mind, and by choosing and rewarding him- or herself, the child will feel completely in control of the self-management system. Choose simple rewards to start, such as smiley faces for every goal met and sad faces for every goal not met, and work up to a larger goal, such as a special activity or new toy when a certain amount of smiley faces has been attained.

These types of programs do not develop overnight, so it is important that you and the child have enough time to devote to a self-management experience. By reinforcing good behavior with rewards, as determined by the child instead of by an adult, he or she will be more likely to carry this on even when not participating in the program. If your autistic child is mature enough, this could be a good treatment program to try.

BMW

囫囵吞枣地看了一下，上面这段应该是杨教授提的相关内容，好像蛮有意义的。

把DD往里套，大概是这样。给他一筐黄豆，里面撒上绿豆，给他5分钟时间挑出绿豆，要求如下：
1 不许哼小调
2 不许和妈妈说话
3 不许挠头皮
4 至少挑出50颗绿豆

DD去做的时候不再提醒，妈妈在旁边计分。如果好，给他相应奖励；如果不好，罚他去看孔子。

清潭

宝哥儿，我要努力学英语！

动力来源：要把7楼和8楼的内容紧密联系起来。


搜了些中文资料，杨教授也给了个案例，目前俺对这个东西的理解是：孩子，你得自个管好自个儿，这有好处；如果你想学好，又不知怎么管自个儿，妈和你一起想办法。

BMW

回想一下，楼主讲的这个自我管理， 我自己也让小孩做，只不过是那种本能的，下意识的教育，不象杨教授那么系统，有目的性，有数据处理， 所以效果自然也差。

比如，我有一个笔记本电脑，挺老的，但还能用。儿子有时候用它作画或者看小电影，看完后，他会很重地把盖子关上。 我就教育他要轻轻关，然后下次他用电脑时不提醒，看他能否管住自己，控制动作的力度。结果，又是“咣当”，只好再教育，然后“咣当”，“咣当”。这么搞了十几次，他关电脑的动作终于柔和下来，而电脑也要换新的了。