One of the teaching or training techniques for the child or patient with autism that you apply is to build the trust of the child for you. This is a workable and effective approach because it enables the child to cooperate with you in the process of undergoing treatment therapy.
When you are done with teaching the autistic child to appreciate your presence fully, you may want to stay with the process, or migrate to the TEACCH technique. This is a training approach that was perfected by the Treatment and Education of Autistic and Related Communication-Handicapped Children, here in the United States. It uses a picture schedule to induce your kid into gradually acquiring skills that they never would have had otherwise. It uses tasks that the child loves to help them appreciate other tasks that are time-limited in nature, but that they may have skipped otherwise.
Perhaps the most controversial way you can give your young autistic child the behavioral interventions that they need would be the behavioral modification system perfected by psychiatrist Ivar Lovaas. A lot of parents shun this technique because they consider it cruel. You have to treat the autistic child to an electric shock whenever they do something that is harmful to them. It is usually reserved for some of the worst cases of child autism known to man.
Perhaps if you can give these three steps a shot, either or all of them may work for you, and you will be more involved indeed in the life of your autistic adolescent than you thought possible, especially if you want them to grow up better.
Article Source: http://EzineArticles.com/?expert=Elliott_Snow
Wednesday 25 November 2009
Sunday 22 November 2009
Temple Grandin Experience of Autism
Hi
I have put Temple Grandin youtube video on this blog
Temple, a woman who has an autism spectrum condition, is an excellent speaker. She really gets accross what it is like to have autism. The video is long but worth the time invested to hear her perspective.
Enjoy and learn
I have put Temple Grandin youtube video on this blog
Temple, a woman who has an autism spectrum condition, is an excellent speaker. She really gets accross what it is like to have autism. The video is long but worth the time invested to hear her perspective.
Enjoy and learn
Autism - Effective Communication and Language in the Classroom
For many children with autistic perception, language learning and pragmatic communication in social contexts constitute an extremely difficult development challenge. The respective ability to speak is not always associated with the appropriate skills to deal successfully with linguistic resources and with the awareness of the different levels of communication in given situations. These children require a specially structured support and training.
Often, the multiple meaning of linguistic terms and the different utilization within variable social interactions can not be fully recognized and applied spontaneously.Moreover, as already stated, with many autistic students reception delays and interruptions repeatedly occur, which stop the respective communication and endanger the necessary reciprocity in social situations with regard to content and personal relationship.
The objectives of a language support class for students with autism are to support the readiness and capacity for communication, the connection with non-verbal communication, the acquisition of the speech and the promotion of speech stereotypes.
The communicative understanding by means of verbal and nonverbal signs is primarily facilitated by greatest possible directness in care, clarity of the semantic and syntactic structure, and by prompt-reinforcing feedback and reference.
The teacher should avoid the use of symbolic or metaphorical language, as the diverse structure of meaning of linguistic terms may not be familiar and therefore impede the understanding in the current social interaction.
When talking to the student it is rather essential to create a direct connection to the current communication situation and to concrete actions. Language is always linked to the concrete acts in situations. The same applies to learning instructions.
The reply of calls to action by the student must be patiently waited for. When repeats become necessary the teacher has to use the same words in the same sentence structure with the same linguistic articulation, as changes in the language may suggest changed contexts and goal of actions to the student.
In this context it is also important to ensure that all caregivers of the student use the same words given the same objects and situations.
The teaching of students with autism demands specific requirements with regards to the speech behavior of teachers and also to the teachers personality.
Speech happens with a calmly, slightly accented, stressed voice. A dramatizing and therewith symbolizing gesture and facial expression, as well as impulsive verbal utterances and a disturbance of the classroom routine must be avoided.
The affirming response to the student's behavior should always be visual, auditory, and gestural-mimic clearly accentuated. Thus the autistic student will be relieved from the complex task of constantly
re-organizing his or her goal orientation and distinguishing between important and unimportant.
Facilitated Communication (FC) is a newer communication method which is replacing or supplementing the phonetic language and that can be applied to people with autism.
Facilitated Communication does not allow for healing of the autistic developmental disorder and does not replace other proven special educational support options in the areas of perception, movement, language and social behavior.
FC creates a special physical proximity between students with autism and the teacher. Therefore, the promotional attention to the child is intense and fosters their targeted learning activities.
Autism - Effective Communication and Language in the Classroom
Often, the multiple meaning of linguistic terms and the different utilization within variable social interactions can not be fully recognized and applied spontaneously.Moreover, as already stated, with many autistic students reception delays and interruptions repeatedly occur, which stop the respective communication and endanger the necessary reciprocity in social situations with regard to content and personal relationship.
The objectives of a language support class for students with autism are to support the readiness and capacity for communication, the connection with non-verbal communication, the acquisition of the speech and the promotion of speech stereotypes.
The communicative understanding by means of verbal and nonverbal signs is primarily facilitated by greatest possible directness in care, clarity of the semantic and syntactic structure, and by prompt-reinforcing feedback and reference.
The teacher should avoid the use of symbolic or metaphorical language, as the diverse structure of meaning of linguistic terms may not be familiar and therefore impede the understanding in the current social interaction.
When talking to the student it is rather essential to create a direct connection to the current communication situation and to concrete actions. Language is always linked to the concrete acts in situations. The same applies to learning instructions.
The reply of calls to action by the student must be patiently waited for. When repeats become necessary the teacher has to use the same words in the same sentence structure with the same linguistic articulation, as changes in the language may suggest changed contexts and goal of actions to the student.
In this context it is also important to ensure that all caregivers of the student use the same words given the same objects and situations.
The teaching of students with autism demands specific requirements with regards to the speech behavior of teachers and also to the teachers personality.
Speech happens with a calmly, slightly accented, stressed voice. A dramatizing and therewith symbolizing gesture and facial expression, as well as impulsive verbal utterances and a disturbance of the classroom routine must be avoided.
The affirming response to the student's behavior should always be visual, auditory, and gestural-mimic clearly accentuated. Thus the autistic student will be relieved from the complex task of constantly
re-organizing his or her goal orientation and distinguishing between important and unimportant.
Facilitated Communication (FC) is a newer communication method which is replacing or supplementing the phonetic language and that can be applied to people with autism.
Facilitated Communication does not allow for healing of the autistic developmental disorder and does not replace other proven special educational support options in the areas of perception, movement, language and social behavior.
FC creates a special physical proximity between students with autism and the teacher. Therefore, the promotional attention to the child is intense and fosters their targeted learning activities.
Autism - Effective Communication and Language in the Classroom
Wednesday 4 November 2009
The Autism Act
The new autism bill has been passed by Parliament and is set to be made into an Autism Act
This will mean that local authorities will now need to ensure that they put services into place for people who have an autistic spectrum condition.
It will also mean that local authorities will need to know how many of the people who live in their region have an autistic spectrum condition.
New research out has identified that there are at least 1 in 100 people who have an autistic spectrum condition
Following a recent government consultation process, the autism stratergy due out in April 2010 will identify what services the goverment proposes to put in place in responce to this new Autism Act..
Families and proffessionals alike await the publication of this new stratergy.
This will mean that local authorities will now need to ensure that they put services into place for people who have an autistic spectrum condition.
It will also mean that local authorities will need to know how many of the people who live in their region have an autistic spectrum condition.
New research out has identified that there are at least 1 in 100 people who have an autistic spectrum condition
Following a recent government consultation process, the autism stratergy due out in April 2010 will identify what services the goverment proposes to put in place in responce to this new Autism Act..
Families and proffessionals alike await the publication of this new stratergy.
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