Hanghang (pseudonym).
Confirmed:
At the age of 2, he was diagnosed with suspected autism spectrum disorder.
Early Questions:
1.Occasionally, he pays attention to people, but only to his mother.
2.Able to speak individual words, but only in the language of individual needs (Chinese), and the number of words does not exceed 10 (the child lives in the United States and is in a bilingual environment).
3.Self-centered, with severe emotional problems.
4.Refuse to play with others, and many times there is no way to play functionally, just run around. There is no way to sit still.
Current Situation:
You can communicate bilingually, enter kindergarten smoothly, and complete addition and subtraction within 100.
Hanghang was born across the ocean in the United States. After the child's diagnosis, the parents tried to compare different interventions, purchased a lot of classes, and listened to a lot of expert lectures.
In the year when they were 2 to 3 years old, they had been learning in anxiety and trying to find a more suitable method for their children, who could help them grow. Finally, the hard work paid off, and when they learned the theory course of Xingxingqiao, their eyes lit up - this is what we want our children to learn!
Hanghang's mother thinks the theory is very good, but it is difficult for her to comprehend the essence of it, and she has no way to grasp the overall direction of intervention, and she cannot go to the offline center in the United States. So with the idea of giving it a try, Hanghang came to the family class at Xingxingqiao.
Aviation in the home classroom.
Hanghang's home classroom instructor Holly teacher:
We evaluated the TLS system and determined the short-term intervention goals of the family classroom according to the children's problems, focusing on establishing the children's attention and shared control.
In the early class, children will run around, grab toys, cry, parents will follow the teacher to give the star bridge TLS theory for classroom adjustment, and then the class is strictly implemented in accordance with this theory, to achieve the unity of class and class, children's attention and sharing control significantly improved.
Hanghang's instructor - Xingxingqiao Family Classroom Holly teacher.
During the intervention, the most important place for activity before the child goes to kindergarten or primary school is the family. As the first teacher of the child's life, whether parents can do a good job in the intervention of children with autism is very important to the child.
Hanghang's parents are very cooperative with the family class, strictly follow the requirements of the family teacher, and truly achieve the combination of class and class, even if they go out to travel, they will move the class to the hotel to complete.
They really make the most of all the time and integrate the intervention into their lives. The home class is three classes a week, and they have never been absent for 2 years. In August 2022, their whole family was infected with the new coronavirus, and they still wanted to continue their classes. At the request of the teacher, they took a leave of absence for one lesson. With such hard-working and responsible parents, how can a child not progress?
Feedback from parents when Hanghang was in class for almost two months (May 2022).
The intervention is not just about sitting at the same table with the child and doing fixed exercises. Activities of daily living such as dressing, washing, drinking water, toileting, eating three meals a day, rest activities, and outdoor activities can all be integrated into the intervention.
Set goals
1.Determine the activity: Clarify what abilities need to be exercised at what time and in which scene in daily life.
2.Determine the child's ability stage: first understand what stage the child's ability is in, and set targeted intervention goals. According to the child's existing ability, judge which level and degree the child is in, what aspects of ability need to be built and strengthened, and finally formulate a reasonable and feasible intervention plan.
3.Define goals: Establish big goals that you can ultimately achieve, as well as small goals for each exercise.
Hang Hang plays with his friends.
Design content
1.Flexibility: We need to set goals that are in line with the child's ability according to the child's ability. What are we going to play?How do I do it?Go out in a planned way and interact with your child with some flexible and fun games, which is a reflection of the flexibility of the venue and the flexibility of your child's ability.
2.Uniform standards: At home, standards should also be consistent among all family members. Don't disrupt the biological clock that you have usually developed, such as getting up at 6 o'clock and going to class at 8 o'clock.
3.Joint Action Process: There is common concern, exchange and communication in between. In the activities, there are changes, rotations, and innovations, and we use the joint action process as the carrier, and parents conduct demonstration and drills, so that children can learn independently by observing our demonstrations and drills, and finally complete a good interaction with us.
Example: Use a shopping list to make a purchase
1.Assessment of the child's ability stage: Can the child complete the selection of items independently?Can I learn the actions of others to check out?
2.Goals: Big goals – social improvement, small goals – being able to complete purchases independently based on the list.
3.Design content: Specify the number of goods that need to be purchased, make a list, and let the child draw what he needs. Take the child to the supermarket and let him complete the selection independently, and when he encounters a shopping guide who does not understand, the parents are responsible for guiding him. Verify the product after selecting it, let the child observe the behavior of others, line up to pay and learn to pay with a mobile phone. After returning home, share items and guide children to express their feelings in the shopping scene to deepen their memory. This will give the child a clear visual structure and a clear plan of action.
It has been nearly two years since I started attending home classes. So far, the child has attended more than 400 classes and is still continuing.
The child's progress is also very obvious, the child is now bilingual and has successfully entered kindergarten. And, the baby who is more than 4 years old can even complete addition and subtraction within 100, which surprises everyone!
With the continuous improvement and progress of navigation ability, today's family classroom has focused on cultivating children's social interaction. I believe that the future development of Hanghang will get better and better!