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Educational Methodologies 教育上的教學方法

Educational Methodologies 教育上的教學方法. Picture Exchange Communication System (PECS) 圖片兌換溝通系統 Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) 結構式教學法. Overview of Communication and ASD. Acquiring speech 獲得語言 Understanding speech 瞭解語言

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Educational Methodologies 教育上的教學方法

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  1. Educational Methodologies教育上的教學方法 Picture Exchange Communication System (PECS) 圖片兌換溝通系統 Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) 結構式教學法

  2. Overview of Communication and ASD • Acquiring speech 獲得語言 • Understanding speech 瞭解語言 • Using speech 使用語言 • Fluent speech before age 5 a predictor of positive outcomes 　流暢語言：5歲前可以正確預測結果 • One third to half of adults with ASD have no functional speech 1/3到1/2患有ASD的成人沒有功能性語言 • Joint attention as significant predictor of language outcome 　相互注意協調能力，如：有意義的預測語言後果 • Loss of language at 18-24 months 　在18-24個月喪失語言

  3. Communication and ASD • Idiosyncratic speech獨特的語言 • Echolalia仿說 • Pronoun reversals代名詞反轉 • Pragmatic aspects of language語言實用的觀點 • Difficulty interpreting other’s social signals 　理解他人社會性的信號有困難 • Shifting between speaker/listener roles 　說話者和傾聽者角色的轉換 • Lack of conventional means creates unconventional behavior for expression 　缺乏正常方式而採用不尋常的行為來表達 • Aggression侵犯行為 • Tantrums發怒 • Self-injurious behavior自傷行為

  4. Picture Exchange Communication System (PECS) • PECS – Pyramid Associates增加聯繫 • Picture Communication Symbols – Mayer-Johnson, Inc. (1981-2002)

  5. Picture Exchange Communication System (PECS) • An effective augmentative communication system for child with ASD because: 　有效擴大溝通系統 • It is a visual system - static information 　視覺系統-靜態的訊息 • Social reciprocity is integrated into system with the exchange 　社會相互作用是完整的系統兌換 • It provides child with success of communicating and having an impact upon others 　提供學生成功的溝通和對他人產生影響力 • It is CHILD INITIATED - communication originates from the child’s own desire to communicate 　溝通源於兒童自身溝通的渴望

  6. PECS Phases • 6 Phases 6階段 • I: Child initiates兒童自發 • II: Child learns to use binder and approach communicative partner 孩子學會使用紙夾和接近語言夥伴 • III: Child learns to discriminate icons/6-10 vocabulary 　　 孩子學會區辨icons/6-10 詞彙量 • IV: Child expresses “I want___” sentence structure 　　 孩子表達"我想要___" 句子結構 • V: Child responds to “What do you want?” 孩子反應對“你要什麼?" • VI: Commenting意見 • VII: Additional questions are added: “What is it?” “What do you hear?” “What do you smell?” 　　另外的問題增加:“它是什麼?”“你聽見什麼?”“你嗅到什麼?"

  7. Treatment and Education of Autistic and Related CommunicationHandicapped ChildrenTEACCHUniversity of North Carolina at Chapel Hill

  8. Autism as a Culture • Culture: Shared patterns of human behavior; cultural norms determine how we eat, dress, think 　文化: 人類行為的共有的樣式; 文化準則確定怎麼我們吃、穿、想法 • Cultures vary - one group may find another culture incomprehensible: Iraq/U.S. 　文化變化- 一個小組也許發現其它文化不能理解: 伊拉克/美國。 • Culture as anthropological/as generational文化作為人類學的/如同世代 • Autism not really a culture but functions like one 　　自閉症不真正地文化但起作用像一個 • ASD yields characteristic and predictable patterns of behavior and influences dress, leisure time, communication, eating ASD 產生典型並且可預測的行為模式和影響穿、業餘時間、溝通、吃 • Role of Parent/family/teacher: cross-cultural interpreter who understands both cultures and translates expectations and procedures of typical environment to child with ASD 　父母/家庭/老師 的角色: 瞭解兩文化和翻譯典型的環境期望和規程對孩子與ASD 的跨文化口譯員

  9. TEACCH PHILOSOPHY • Does not take “being normal” as goal of educational/therapeutic efforts 　不採取“是正常的” 作為教育的/治療的努力的目標 • Long-term goal that student fits into society as adult 　學生適合入社會作為成人的長期目標 • Respects differences in student with ASD 　尊重ASD學生的不同 • Works within their “culture” to teach skills needed to function within society 　工作在他們的"文化之內" 教技能需要起作用在社會心頭 • Expands their skills, adapts environments 　擴展他們的技能，適應環境 • Gives to ASD children support similar to what we would wish for in a foreign country: a guide to help order meal, get $, buy train ticket 給ASD兒童支持相似與什麼我們希望的: 一本指南對於幫助點餐, 領錢, 買火車票 • TEACCH program designed around strengths/challenges of ASD which affect daily learning/interactions TEACCH 計畫設計了在影響每日學習/互動 ASD 長處/挑戰

  10. Excessive Focus on Details/Limited Ability to Prioritize the Relevance of Details • Attention to visual information = dangling string while crossing the street in traffic 　對視覺資訊的注意= 在交通繁忙時穿過街道 • Attention to auditory information = fan in room, ignoring dinner對聽覺資訊= 風扇的注意在屋子裡，忽略晚餐 • For higher functioning child: greater focus on cognitive details (e.g. Area codes, capitals of countries, flags of counties) 　為更高的作用的孩子: 更加了不起的焦點在認知細節(例如：區號、國家、縣旗子的資本)

  11. Difficulty with Organization and Sequencing • Difficulty integrating multiple information (e.g. going on a trip) 　匯集多種資訊有困難(例如：去旅行) • Organizational skills: requires ability to anticipate and focus on immediate and future 組織能力：需要能力把期望和焦點放在現在和未來 • Sequencing difficulties: master small steps, miss relationship among steps and outcome (e.g. shoes on before socks) 安排順序困難：管理小步驟、在步驟中弄錯彼此的關係和結果(例如：先穿襪再穿鞋) • Ability to sequence is influenced by need for sameness and routines 安排順序的能力被需要千篇一律的習慣影響 http://www.autismuk.com/index3sub1.htm

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