理解能力差的孤独症儿童语言训练（Speech training for autistic children with poor comprehension）

1、理解能力差的孤独症儿童语言训练（Speech training for autistic children with poor comprehension）Establish the right concept; work as soon as possible: develop functional language instead of rigid, imitative, repetitive, meaningless language.(1) training children to understand what other people say.To understand what

2、others say is to be able to pay attention to what others are saying and to respond (initially) or automatically to words. We can do it by training. Listening instruction is the most basic exercise for identifying objects.How to train children to understand other peoples words?The give me trainingThe

3、 child sat opposite the instructor, and the director said, give it to me on the table. Children must pick up the things that are in front of their eyes and hand them over to the instructor. (requiring gestures or giving assistance; the instructor points his finger at the object, then refers to himse

4、lf, or another instructor assists the child in taking the article)The visual matching exercises.The instructor holds an object to show the childs attention, and then selects the child from each of the two drawings to match the object in the directors hand, and to look at the directors eyes.The sound

5、 and items matching exercises.The instructor just said, give me XX, the child automatically gets the item or card to the instructor, and must watch the instructor.The daily life to practice instruction.Listen to instructions, do actions, listen to instructions, do things, set XX, bring XX. The use o

6、f gestures and body language when necessary, such as visual cues prompt card.Complex instructions instruct the instructor to model actions and imitate them.In the daily life, to attract children to listen through interesting stories.The use of behavioral intervention mode of stimulus response - to h

7、elp children understand the meaning of language.The children of language stimuli correctly, must be timely to reward children; language stimulus response error, should be promptly corrected, tell the child said: no or no, then give him to do the demonstration, repeated practice until the date; if th

8、ere is no response to stimulation of childrens language to language, a careful analysis of the reasons, or to reduce the difficulty of language content, or to give children the necessary tips, begins with the words such as a sentence or a word, so they can be smoothly continued. Here is an example o

9、f a lower language difficulty that ultimately achieves its purpose.The instructor asked, what is this? The child did not answer (the response); the director said, biscuit, the child still did not answer (no response); the director: give me the biscuit. The child gave him the biscuit, and the directo

10、r said, fine, say biscuit. Children: biscuits; the director: good boy.! Whats this? Children: biscuits, director: great! In this case, the child is reluctant to answer a question, so change the strategy appropriately, reduce the difficulty, and let the child repeat the answer given by the instructor

11、, and finally return to the starting point of the training.(two) cultivate understanding language and establish correct concepts.This part of autistic children with poor understanding does not lack vocabulary in their language, but the vast majority of these words are negative, content free, and som

12、e empty shells of speech. Therefore, training the understanding language and establishing the correct concept should be the second goal of this part of childrens language training. The process of building up an understanding language is also a process of concept building. The establishment of the co

13、rrect concept can better promote the development of the understanding of language.The concept is represented by words. It is the basic form of thinking and reflects the general nature of objective things. In the process of cognition, the common features are extracted and summed up to form a concept.

14、 For example, the common feature of extracting from vehicles, ships, and airplanes for transportation is the abstract concept of means of transport.How to help autistic children develop an understanding language and build correct concepts?.The accumulation of vocabulary, understanding every word mea

15、ning.We can, through the physical card, photos, demonstrate the intuitive means to make children understand the meaning of each word, but also the accumulation of visual perceptual experience. For example, teach fruit words, the fruit should be presented to teach children, through the eyes to see, t

16、ouch touch, smell, taste the mouth means to enable children to acquire the fruit on the rich perceptual experience and in the same way to teach children to identify different fruits.The change teaching.The so-called change type teaching is to teach children to a concept, to tell the children of diff

17、erent forms of the same concept appears, so that he could go to distinguish and identify the characteristics of non essential things, and grasp the nature of things. For example, to teach the concept of Cup, will be one by one to teach children to recognize different colors, different shapes and dif

18、ferent materials of every kind of glass, and then gradually remove the non essential attributes (color, shape, material), out of the final glass container drinks or other liquid in the nature of property, so that children know who used for holding drinks or other liquids is cylindrical or slightly t

19、hin instruments can be called the cup. In the process of building the concept of Cup, the child also greatly enriched his understanding of the cup vocabulary. At the same time, the ability of abstract thinking has also been developed.The classification of trainingAccording to the characteristics of

20、the goods classification training is the same thing as a class, this is a very important training to help children recognize objects by academic vocabulary exercise abstract generalization ability. We can do that:First of all, the director told the children, put it with XX. For example, the instruct

21、or pointed to a toy car and told the child to put it in a push cart.Guides are introduced by asking children to categorize things (categories or more classes). For example, the instructor asks, what is this? Children: shoes. The instructor asked, what do we do with it? Children: wear, guide: these a

22、re what we wear. Guide: take another pair of shoes, please. The instructor can also ask what foods are, what they wear and what rides, so that children can divide things into categories.Start by turning things into more specific groups, and then gradually teach children to categorize things into mor

23、e abstract groups. For example, to know all kinds of classified animal: dog and cats, fish. And then move up to the big idea of being an animal.(three) helping autistic children develop functional language;The term functional language refers to the language that autistic children really need, useful

24、, appropriate and useful at the time of their actual life. Functional languages are not just sounds, but also communication methods for other silent languages. The initial functional language should include the following:1. Express the language you need. (I want, I want,);2, polite language of gener

25、al communication (Hello, thank you, bye bye, etc.);3. Describe the language of general transactions (which is XX, what is this for?);4, answer the language of social problems (name, age, address, etc.);5, the use of simple verbs;6. The language that describes the state of my self (I see XX, I have X

26、X; Im thirsty, Im hungry, etc.);7, do not know the answer to the question do not know;8, call for advice, ask for help (XX, can I, can I? Help me, help me, XX, help me.). Helping autistic children develop functional language as soon as possible is the fundamental way to improve their language behavi

27、or. Only in this way can the practical and useful language be used instead of the rigid and repetitive meaningless language to guide autistic children to develop in a normal way.How to help autistic children develop functional language1, training motivationA child of greater or better ability,The in

28、structor should constantly tell him what he is doing or will do, such as go to the supermarket to buy bread, let him know what we are doing, and learn how to express it. Later on, we should make use of the familiar situation to express his request.Children who are younger or less able to help him sp

29、eak out what he wants. For example, he wanted to drink water, and when he was brought to fetch water, he told him, I want water. or lets get water. Cultivate him slowly; express in simple words.Language training of children with autism to daily life, when you go out at home, see people, things are g

30、oing to teach him to speak, and encourage children to take the initiative to express more, have the opportunity to express the language development of children is better.2, pay attention to methodsIn the one to one teaching, by two people together to teach, playing a leading role in a play, let the

31、children imitate the object, constitute a normal mode of communication, not a question and answer them play two roles.Learn to express your questions by practicing answering them. Here are some examples:1. You can call yourself by your own name. Methods: 1) the instructor stood in front of the mirro

32、r with the children, pointing to the children in the mirror and repeating the names of the children. 2) help the child point to the image in the mirror and ask, who is this? Another instructor demonstrated, this is XX. 3) repeat questions to children and answer in the following form: this is XX (nam

33、e the first word of the childs name). 4) if the children try to say go, walk or send other similar to the sound, reward him immediately; 5) if the child failed to answer, then guide the children answer, and ask the child to imitate the answer once; 6) repeat the above steps, and gradually reduce and

34、 prompt assistance, practice said in the other pictures the action.Prompt：1, before the question of excessive and guidance is very important, practice at the beginning, not directly ask questions, but to describe the substance, pictures in the form of the answer and stressed, and then practice answe

35、r.2, to have physical, photographs, pictures, these visibility of the material.3, the general steps are: demonstration (many times) - assistance (various prompt, mouth shape, beginning sound) - try to answer - Award - automatically speak out.Learn to evaluate your speech and achieve your purpose.The

36、 practice is to design situations and then let children learn how to adjust their responses according to the hearers reaction. As the child said, Daddy, shall we go and play? Maybe he spoke in a small voice, asked questions, or did not look at his father, saying that his father was pretending to be unresponsive. At this moment, my mother taught him by the side. My father didnt hear it clearly and said it again. Let him know dads reaction, sai