Interventions and Strategies for Educating Young Children with

1、Interventions and Strategies for Educating Young Children with Autism in the Public SchoolsKathy M. Small, M.A.1Developmentally-Based Public School Program for Young Children with Autism Provides:以發(fā)展為基礎(chǔ)的學(xué)校方案Normalized educational experience 普通教育經(jīng)驗Enjoying normal educational experience, however adapt

2、ed 合適且有趣的普通教育經(jīng)驗Opportunity for social interaction 社會互動的經(jīng)驗Daily experience 日常經(jīng)驗Same players 相同的玩伴Structured 結(jié)構(gòu)化Broad educational approach 廣泛的教學(xué)方案Multiple learning experiences 多元學(xué)習(xí)經(jīng)驗No single approach 非單一的方案Opportunity for spontaneous imitation 給予模仿的經(jīng)驗Familiar environment 和藹的環(huán)境Peers, experiences incre

3、ase possibility of learning to imitate 同儕學(xué)習(xí)經(jīng)驗的模仿2Developmentally-Based Program以發(fā)展為主的計畫Opportunity to benefit from peers as models 製造從同儕中學(xué)習(xí)的機會Learn to respond to others 學(xué)習(xí)回應(yīng)他人 Incorporate peers into daily learning experiences 把同儕當做每日學(xué)習(xí)的經(jīng)驗Opportunity to develop play skills 製造發(fā)展遊戲技巧的機會Play emphasized i

4、n developmental program 遊戲著重在發(fā)展性的計畫Familiar peers, relationship熟悉的同儕和關(guān)係Childs interests and strengths as source of information for program planning:設(shè)計計劃要考慮孩子的興趣及能力Motivation considered要考慮動機Consideration of child in developing curriculum/learning experiences/daily activities 考慮孩子的發(fā)展性課程/學(xué)習(xí)經(jīng)驗/每日例行活動Goo

5、d for all children, critical for children with ASD 對每個孩子都有益，尤其是ASD兒童3Developmentally-Based Program以發(fā)展為主的計畫Opportunity to develop and use language 製造發(fā)展和使用語言的機會Familiar environment with familiar peers provides context for language 使用熟悉的環(huán)境和同儕做為語言的內(nèi)容Daily activities reinforcing for language 利用每日例行活動可加強語

6、言Parent support and advocacy 家長的支持和擁護Parent and educator can share knowledge, concerns, triumphs and goals 親師可以分享新知、要事、喜悅和目標Supports generalized learning 家長的支持可以概括到學(xué)習(xí)4Specific Classroom Practices in an Early Intervention Program for Children with ASDASD兒童早期介入方案中的特別教室練習(xí)Evaluate communication and lang

7、uage abilities 評估溝通和語言能力Non-verbal and verbal by observation/parent 透過觀察及家長得知有無語言Behavior is communication行為是一種溝通Communication priority as core deficit/challenge 視核心缺陷/挑戰(zhàn)發(fā)展溝通的優(yōu)先順序Physically structure room so verbal directions are supported by physical realities 製造結(jié)構(gòu)化物理環(huán)境以利於口語發(fā)展Defined areas in room

8、教室中定出固定空間Planned areas can reduce distractions/escape 設(shè)定的區(qū)域要能降低分心/離開位子Visual schedules 視覺化功課表5Specific Classroom Practices特別教室練習(xí)Create environment where relationships are possible and frequently unavoidable 製造一個經(jīng)常有人際互動產(chǎn)生的環(huán)境Children in proximity鄰近的孩子Partners for transitions同伴的轉(zhuǎn)換Activities/materials/t

9、oys staged to increase shared participation and enjoyment 多種活動/物品/玩具以增加分享的參與度和享受能力Support childs desired outcomes as contingent upon adult/peer interactions 以大人/同儕互動為條件去支持孩子想要的結(jié)果Set up routine and be faithful to it 設(shè)定例行活動並遵守Crucial in development of ability to predict and anticipate activities/event

10、s in the day 能力的發(fā)展很重要，它可以預(yù)測一天中活動/事件的發(fā)生6Specific Classroom Practices特別教室練習(xí)Curriculum that is meaningful and appropriate 課程是有意義且適當?shù)腡hematic teaching for natural context 對自然情境內(nèi)容做主題式教學(xué)Consider child as concrete learner: objects/materials 以小孩為學(xué)習(xí)者：物體/材料Incidental teaching: Embedded learning experiences (e

11、.g. Music for motor imitation, mechanical animals for language, rainbow ribbon for turn-taking, participation) 附帶教學(xué)：學(xué)習(xí)經(jīng)驗印象加深I(lǐng)ncorporate interests and motivations 合併與趣和動機7Specific Classroom Practices特別教室練習(xí)Incorporate other programs and approaches to provide a broad but philosophically unified program

12、 參加其它計劃及方法使其更廣但哲學(xué)上統(tǒng)一化的計劃Develop a clear educational philosophy for educating your students on the autism spectrum 發(fā)展一套清楚教育哲學(xué)來教育ASD學(xué)生Avoid implementing methods and strategies learned in trainings that arent paired with a foundation of knowledge and educational practices for the child with ASD 防止實施那些和

13、教育ASD學(xué)童理論相違背的方法及策略8Specific Classroom Practices特別教室練習(xí)Individualize expectations and tailor, as much as possible, expectations and demands for each child 儘量依個別學(xué)童訂定個別化的期待Each child different though share common core challenges 雖然有一樣的核心缺陷，但每個孩子都不一樣Understand childs strengths/weakness to help maximize s

14、trengths and minimize weakness 了解孩子優(yōu)弱勢，幫助增加優(yōu)勢減少弱勢9Specific Classroom Practices特別教室練習(xí)Expect student to be part of class during ALL activities 期待每個學(xué)生在所有活動中都能參與Not negotiable不可妥協(xié)Physical participation may precede active interest in participation 肢體參與可以在參與時增進活動興趣 Benefits from activities cannot occur wi

15、thout being part of activities 假設(shè)無參與活動則無法從活動中獲益May seem easier to let child entertain self but short term gain with long term consequences 似乎讓孩子自己玩較容易，但短期長期結(jié)果When child with autism not expected to participate in classroom activities, child may be satisfied for the moment, but has gained no internal

16、strategies to achieve greater goal of being part of a social environment 當ASD孩子如預(yù)期不參與活動時，他可能一時會感覺滿足，但無法獲得社交所需的更進階的策略10Why Incorporate Other Programs and Approaches into the Classroom?為何要參加其它的計畫和方法於教室中Children with autism have unique ways of learning, relating and communicating that influence their a

17、bility to learn 自閉癥孩童有其獨特的學(xué)習(xí)方法及溝通方式會影響其學(xué)習(xí)能力Educational supports needed to accommodate core deficits/challenges in children with ASD 需要教育的支持以適合ASD孩童的核心缺陷/挑戰(zhàn)Classroom curriculum that is enjoyed by most students may not be appreciated by the child with autism who may retreat into self-absorption, apath

18、y or difficult behavior 適合大部份學(xué)生的課程不一定適合自閉癥學(xué)生，他們可能會自我刺激、表現(xiàn)冷淡、出現(xiàn)嚴重行為問題Individualized learning experiences (e.g. TEACCH) can contribute to childs educational experience 個別化學(xué)習(xí)經(jīng)驗(如TEACCH)有助於孩子的學(xué)習(xí)經(jīng)驗11Other Programs and Approaches其它的計畫和方法Opportunity and proximity do not always translate into successful lea

19、rning 提供機會與時常接觸並不一定會得到成功的學(xué)習(xí)Core challenges of ASD can make educational experiences inaccessible without specific support 假設(shè)無特殊支持，由於ASD的核心缺陷將使得教育成效難以達成Classroom is natural environment for introducing tools for learning/overcoming core challenges 教室是個天然環(huán)境可供學(xué)習(xí)及克服其核心缺陷Integrating other programs and appr

20、oaches allows the child with autism the ability to express himself in his most idiosyncratic ways while providing him with skills to ultimately abandon those idiosyncratic ways and replace them with more useful and acceptable behaviors and learning strategies 在統(tǒng)合其它計劃和方法時,在教技巧時，允許ASD學(xué)童用他獨特方式表達他自己，最終希

21、望可以改掉怪異方式而以更有用且可被接受的行為和學(xué)習(xí)策略來取代。Accept the student you have, understand her challenges, and develop methods and approaches that target those challenges defined by ASD 接受你的學(xué)生、了解他困難、發(fā)掘方法去解決那些ASD的缺陷12The Importance of Structure and Some Forms Structure Takes in the Classroom結(jié)構(gòu)化的重要性和在教室中可使用的結(jié)構(gòu)化做法Map in n

22、ew town新市鎮(zhèn)的地圖Student master environment 學(xué)生了解環(huán)境Structure through classroom routines 教室例行活動的結(jié)構(gòu)化Vacation and new routine休假和例行活動Child creates own routines to create predictability 孩子自己創(chuàng)造例行活動以產(chǎn)生可預(yù)測性Participation as a means to create internal structure 參與是產(chǎn)生內(nèi)在結(jié)構(gòu)化的一種方式Classroom experiences and participatio

23、n create meaning, and help child with ASD connect and relate experiences that lead to internal structure 教室經(jīng)驗和參與可以引起有意義的、可幫助ASD連結(jié)經(jīng)驗以達到內(nèi)在結(jié)構(gòu)化13Group Time Goals for Children with Autism Spectrum DisorderASD學(xué)童的團體活動目標Joint Attention 相互注意協(xié)調(diào)能力Joint Action 共同的行為Social Interaction 社交互動Social Reciprocity 社交相互

24、對等Shared Perspective 分享看法Awareness of Others 覺知他人Imitation 模仿Anticipation 期望Ability to Predict 預(yù)測力Turn-Taking 輪流Impulse Control 衝動控制Learning concepts embedded into highly desired material/routines 由高度興趣的例行活動中產(chǎn)生學(xué)習(xí)概念Communication 溝通14Strategies and Benefits of Group Time for Children with Autism Spect

25、rum Disorder團體時間可使用於自閉癥者的策略及優(yōu)勢Social opportunities embedded in activities/routines 活動中的社交機會Use appealing high-interest materials to capture interest and maintain attention 使用可吸引高度興趣的教材來引起興趣及保持注意力Exploit the need children with ASD have for routines by maintaining them 包含ASD兒童的一些儀式化行為Use familiar mate

26、rials and revisit materials/activities for generalized learning 使用熟悉教材及重複活動來引導(dǎo)類化的學(xué)習(xí)Use music to teach imitation 使用音樂教導(dǎo)模仿能力15Strategies and Benefits策略和優(yōu)勢Avoid passive learning; involvement supports participation 防止消極的學(xué)習(xí)並支持其活動參與Use most capable student as model利用能力好的學(xué)生當作學(xué)習(xí)模範Dont be intimidated to use

27、freedom of movement. Childs ability to move takes away some adult control, but has several benefits for child 不要害怕讓學(xué)生使用移動的自由，孩童的自由移動會減少成人的控制，但對於他卻有多種的好處16Common Practices in Education/Therapy教育與治療中常用的實施Behavioral 行為的Developmental 發(fā)展的Peer Emphasis 同儕的加強17The Lovaas 1987 Study:Behavioral Lovaas1987研究：

28、行為的Ivar Lovaas, UCLA psychology professor Ivar Lovaas，UCLA心理學(xué)教授1987 study of 19 young children with autism 研究19名自閉癥兒童Lovaas claimed a “recovery rate of 47% Lovaas聲稱47復(fù)原率2 criteria of recovery 復(fù)原的兩個標準 : IQ scores IQ分數(shù) Classroom placement 教學(xué)安置 No adaptive outcomes measured沒有合適結(jié)果的測驗Controversy over res

29、earch and methodological questions involving:對於研究及教學(xué)問題的爭論包括以下:Representativeness of children: biased sample as external validity threat (replication) 孩童的典型：極端樣本的威脅Experimental design: children matched rather than assigned: selection bias實驗設(shè)計：應(yīng)選和式的孩童而非指定的選擇上的偏見Age onset variables between control and

30、experimental groups控制組及實驗組的年齡變項Differences in pre and post tests前後測的差別 Gresham and MacMillian, 199840 hour a week Discrete Trial Training Program (DTT) (also called Intensive Behavioral Program (IBP) and Early Intensive Behavior Program (EIB) ) 每週40小時的分段測驗訓(xùn)練計畫DTT，也稱為密集行為計畫IBP和早期密集行為計畫EIB18SCERTS MOD

31、EL: Developmental SCERTS模式：發(fā)展性的Developed by Barry Prizant, Ph.D, Amy Wetherby, Ph.D., Emily Rubin, M.S., Amy Laurent, OTR-L ( :/)Comprehensive, multidisciplinary approach綜合的、多元的方法Primary goal to enhance Social Communication, Emotional Regulation and Transactional Support (SCERTS) as primary developm

32、ental dimensions for a comprehensive program for young children with ASD ASD孩童綜合發(fā)展課程的主要目標及基礎(chǔ)為增加社交溝通、情緒管理、人際關(guān)係SCERTS等能力19SCERTS ModelTransactional Model人際關(guān)係模式SCERTS: Barry Prizant & Amy WetherbySC = Social Communication社交溝通 ER = Emotional Regulation / Self and Mutual Regulation情緒管理/自我和相互的管理TS = Trans

33、actional Support Self/Education/Family人際關(guān)係的支持自我/教育/家庭 Prizant, et al. 200620SCERTS ModelDeveloped over 2 decades of empirical/clinical work發(fā)展超過20年以上臨床研究Consistent with “evidence-based practices持續(xù)實證基礎(chǔ)的施行Consistent with tenets of positive behavior support持續(xù)正向行為支持的宗旨Integrates visual supports整合視覺的支持Fam

34、ily-centered以家庭為中心Influenced by Hanen Early Language Centre Model 受到Hanen早期語言中心模式的影響Philosophy that most children with ASD are capable of learning in natural activities and inclusive environments認為大多數(shù)ASD兒童能從自然的活動和其涵蓋的環(huán)境中學(xué)習(xí)Myth that children with ASD can only learn in 1:1 instruction and that natural

35、 environments and activities are too overly stimulating不認同ASD兒童只能從1對1的教導(dǎo)中學(xué)習(xí)，也不認同自然的環(huán)境和活動是或於刺激性的21SCERTS ModelProvides information to families提供訊息給家庭Shares resources with families和家庭分享資源Encourages sensitivity to range of reactions family may experience in raising child with ASD鼓勵家庭去分類在扶養(yǎng)ASD兒童成長過程中可能經(jīng)

36、歷的反應(yīng)Clinicians/educators respect family priorities and family structures and cultural factors臨床學(xué)者/教育者應(yīng)尊重家庭優(yōu)先考慮的事項、家庭的結(jié)構(gòu)和文化因素Sets recommendations that are compatible with family belief systems 給予符合家庭信念系統(tǒng)的推薦Helps families develop appropriate expectations and realistic, achievable goals for child幫助家庭發(fā)展

37、合適的期望以及孩子實際可達成的目標Respects parents, does not dictateHelps parents maintain hope and identify developmentally appropriate next steps幫助父母保持希望並認同發(fā)展合適的下一階段學(xué)習(xí)Supports parents in celebrating small steps/positive change22Floor Time: Developmental地板時間：發(fā)展性的Relationship-Based以人際關(guān)係為主要基礎(chǔ)Floor Time DIR: Developme

38、ntal,Individual-Difference , Relationship-Based: Stanley Greenspan & Serena Wieder地板時間DIR：發(fā)展性的、個別差異、以人際關(guān)係為基礎(chǔ)Targets emotional development: child-centered focus目標為情緒的激發(fā)：以孩童為中心Highly interactive高度互動Teaches parents how to engage with child with outcome of broad gains教導(dǎo)父母如何對待有廣泛發(fā)展障礙的孩童Helps turn childs actions into interactionsCircles of Communication溝通的小圈圈Intensive 20-30 minute sessions 6-10 times daily密集的20-30分鐘課程，一天6-10次 C