After the child is diagnosed with autism, many parents feel anxious. In the shortest possible time, teach children to learn all the skills they need to learn and catch up with the level of school-age children.
But this cramming teaching method is obviously not suitable for our children, and it will not play a real role in the growth of children.
In fact, autistic children need to learn a lot of content, it is impossible to carry out at the same time, but to be implemented in stages according to each child's ability to accept, and the training plan should be gradual.
So, in the 4 stages of early intervention for autistic children, do you know which stage your child is in now?
1. The initial stage of the intervention
The child has just been diagnosed and began to intervene, the content of learning is relatively basic, and the intervention is also in the primary stage, mainly to establish basic learning behaviors, such as listening to instructions and basic coordination ability.
For a child who has just been diagnosed or is about 2 years old, first of all, teach him how to cooperate with us and build a relationship with us. Therefore, at this stage, we will generally teach children to follow some simple instructions, such as: sitting well, standing up, coming over, hugging, waving and other actions; at the same time, we can also teach children to play simple wooden puzzles, so that he can learn to clean up toys.
The primary stage will generally take about two weeks to a month to establish a class atmosphere for the child, be familiar with the state of the class, and be able to cooperate with the parents to complete some simple instructions in a quiet mood.
2. Intermediate stage
When the child enters the second stage, he already has basic learning behaviors, and at this stage the basic learning ability needs to be focused on.
Language and verbal expression, action imitation ability, visual training, game and social skills, and pronunciation following and correction are all things that need to be focused on at this stage.
This stage is very important, and early, correct professional intervention can lay a good foundation for future learning and prognosis development. But these are very professional, step-by-step processes that require the continued support of professionals and institutions.
3. Advanced stage
At this stage, children will focus on improving the quality of learning and skills.
On the basis of the intermediate stage, parents and teachers can gradually increase the difficulty and children's independent learning skills, combined with the child's interests, abilities and living environment, so that the child can master the knowledge of the function, shape and category of the object in language cognition, begin to use communicative language with parents in language, and learn the skills of group lessons.
4. Preschool stage
The preschool stage is an important stage for children to establish life skills and prepare skills for learning, first of all, to help children learn basic life skills, reduce dependence and interference behavior, and lay a good foundation for the establishment of independent living ability.
Through scientific intervention, children at this stage have a certain accumulation in vocabulary, language, and social interaction, and parents can begin to let their children learn the knowledge of literacy, writing and mathematics, but they must follow the principles of assessment, interest and autonomy, cognitive education is not the focus of preschool rehabilitation education.
5. How to identify the child's recovery stage?
Because children with autism vary greatly from individual to individual, many children may also show multiple disorders at the same time, and some children have extraordinary abilities in some aspects, but it is difficult to play and adapt to social situations. Therefore, we must pay attention to individual adaptability, relevance and continuity in setting training goals.
Before starting rehabilitation, the first thing to do is to give the child an assessment of ability.
At present, it is often used in China: psychoeducational assessment of children with autism (referred to as PEP-3, the domestic version is referred to as CPEP), basic language and learning skills assessment (abbreviated abbreviation ABLLS-R) or language behavior assessment course (referred to as VB-MAPP).
VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program) is a language and academic ability assessment system, curriculum guidance and skill tracking system for children with autism and backward language development.
As one of the most widely used competency assessments in the world, VB-MAPP assessment has also been recognized and applied by all sectors of society in China, and has also become one of the designated special assessments in the "Autistic Children Rehabilitation Service Group Standards".
VB-MAPP is primarily used in preschool-age individuals with autism and other language development disorders. VB-MAPP can be assessed as long as the individual's language skills have not yet reached the level of the average child aged 4 years.
It should be pointed out that no rehabilitation education program is suitable for all children, so the rehabilitation education program that has miracles in individual children may not be suitable for every child. Blindly adopting effective methods for other children is unscientific and does not maximize the benefits of children.
While implementing an individualized rehabilitation education program, as children age, they should also consider their career development and determine suitable educational and career development goals.
Content reference: "Autistic Children's Rehabilitation Science Knowledge Manual"
