Interventions to ImproveCommunication in Autism

Rhea Paul, PhD

Yale Child Study Center, 40 Temple Street #68, New Haven, CT 06510, USA

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柔柔啥時候能走到自个儿身邊說“老師,餅乾”,哎呦呦,笔者能開心傻了

她現在想要吃東西,不會用語言表達,會拿著吃的零食走到小编們身邊,拉拉笔者們的手,意思正是她想要吃這個,她有時很懶的,給她東西吃,她不拿,抓著別人的手想讓別人塞她嘴裡

emphasize functional communication

encourage the development of multiple aspects of communication, such as
the use of gestures, gaze, affect, and vocalization, and hold these
behaviors to be necessary precursors to speech production.

An inherent weakness in didac- tic approaches lies in the fact that they
often lead to a passive style of com- munication, in which children
respond to prompts to communicate but do not initiate communication or
transfer the behaviors acquired to situations outside the teaching
context

Several techniques that fall within the category of contemporary ABA
approaches to communication intervention include prompt-free
training[42], incidental teaching[37,43], and
mand-modeling[44].Milieu teachingis an umbrella term that refers to
this range of methods that is integrated into a child’s natural
environment[23]

美高梅娱乐平台 3

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發展性個別差異、關係本位形式

地板時間要點之一是溝通圈/循環(circle of
communication),由手勢互動創造全部後續溝通的基礎,最先或者只是反應而非互動,举例兒童持續的開電燈開關,治療者/首要照顧者能够用手遮
住開關,這個動作製造了溝通的機會,兒童由此需求移開治療者的手或走開(柔柔喜歡這麼做,后一次本人可以試試用手遮住,看看他會不會移開小编的手也许叫本身老師,拿開);治療者/首要照顧者也足以將兒童喜歡,但平时能够隨手取得的食物或玩具放在兒童拿
不到的地点,製造兒童尋求治療者/首要照顧者協助获得的機會。

Web resu

摘自:地板時間(floor time) @ 陳穎の特殊教育考題:: 痞客邦::

無語言的時候,教會自閉症兒童使用任何办法表達自个儿的意願(作者班源仔是一個唐寶寶,基本無語言,平日與人的溝通格局平常通過簡單手勢、面部表情、音調的變化進行,熟稔他的人主导能知道他的意圖)

圖片交換溝通系統強調:

􏰎Gradually increasing the distance between the child and the
pictures􏰎Using the system in different environments􏰎Involving a variety
of people􏰎Focusing on different reinforcers.

美高梅娱乐平台 ,Tager-Flusberg et al[80]pointed to two commonly observed
characteristics of the communication of speakers with ASD: echolalia,
which is the imitation of what has been heard, either directly after it
is spoken, or as a delayed echo at a later time, and pronoun reversal,
which is primarily the tendency to use ‘‘you’’ instead of ‘‘I.’’
Although this was at one time thought to reflect difficulties in ego
formation, it is now seen as another instance of echolalia, in which the
child refers to himself or herself as ‘‘you’’ as he or she has heard
others say

vocabulary and sentence structures

verbal behavior

Echoes: practice in imitating verbal behavior

Mands: verbal behaviors that produce an immediate benefit for thespeaker
(eg, requests)

Tacts: labels

Reception by feature, function, and class: responding to commonly used

verbal stimuli

Intraverbals: verbal, nonechoic responses to the speech of others

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