Zeze (pseudonym).
Confirmed diagnosis: 3 and a half years old was diagnosed with developmental delay in kindergarten class.
Early issues: Not able to talk much, do not look at each other, do not communicate with others, do not play with other children, and are addicted to electronic products.
The current situation: Rarely exhibits deliberate behavior, has a good classroom routine, knows what to do in class, can keep up with schoolwork, and has good eye maintenance and effective interaction when interacting with other children.
When Zeze was more than 2 years old, he didn't speak much, his eyes didn't look at each other, he couldn't communicate with people, he didn't play with other children, and he was addicted to electronic products.
At that time, the parents thought it was a normal situation, Zeze just developed a little later than other children, and he would slowly get better in the future, and he didn't do much except control electronic products. However, the child's problems still did not improve.
At the age of 3 and a half, Zeze kindergarten is in a small class, and parents feel that they can't wait any longer and must face up to their children's problems. So he took the child to the hospital for examination, and Zeze was diagnosed with developmental delay. I was introduced to sensory integration training, but sensory integration training alone could not solve all the problems.
Zeze studied at Xingxingqiao Shanghai Center**.
Zeze had a poor classroom routine at school and often didn't know what to do. While the other children were in class, Zeze was either sitting in his seat and giggling, or lying on his stomach.
He has a weak eye when communicating with others, and does not accept that others are different from what he thinks. When other children have different ideas, their emotions will explode first, and they will not express what their thoughts are. This makes it difficult to play with other children, and there is no social interaction.
can't socialize, and can't go on with school normally, which makes Zeze's parents anxious. By chance, they learned about Xingxingqiao through introduction, and they decided to try offline intervention. So I wentStar Bridge Shanghai Tower
Assessment
After a professional evaluation at the center, the teacher summarized Zeze's problems.
1.In terms of self-regulation ability, Zeze has some specific stereotypical problems. If you do not complete the activity as required or there are unexpected situations, it will be difficult to accept and lose your temper.
2.Vestibular balance is well used, but it is fearful of movement and has a poor sense of security.
3.Security awareness is very sensitive, but sometimes overly cautious and requires building self-confidence.
4.Proprioceptive seeking is strong, likes to challenge oneself, and does an activity many times after building confidence.
5.Postural maintenance is unstable and strength is weak.
Focus of intervention
1.Increase his gaze maintenance first.
2.When the group thinks differently, it is necessary to know who to discuss the problem with and how to solve the problem (compromise, concession, compromise, conditional), and increase the flexibility of the method when negotiating.
3.Study group planning as well as understand who to work with in a group. Increase group awareness among young children.
4.Learn group awareness and know how to ask for peers, intercede, forgiveness, tolerance, cooperation and other social skills in a group.
5.Establish good classroom routines for young children in the classroom.
Methods of intervention
1.Strengthen eye-catching ability, hand-eye coordination, reaction speed and balance ability under dynamic activities.
2.Strengthens body coordination, strengthens core stability, maintains a central line of the torso, and prolongs the stabilization time.
3.Carry out other generalized activities through the activities that the child has learned, so as to better integrate the sensory input of the child's proprioceptive vision.
4.Exercise the ability to stand on one leg and strengthen the ability to jump on one foot.
5.Enhance posture maintenance and improve multi-step movement planning. Improves the ability to control power, and strengthens and maintains proprioceptive strength.
6.Regulate and improve your child's self-regulation and emotional problems through more difficult and targeted games.
Outcomes of the intervention
Now Zeze rarely behaves intentionally at school, the classroom routine is good, and he is clear about what to do in class, and he can keep up with his studies.
The self-regulation ability has been improved, the tolerance of challenge activities has increased, the self-regulation ability has changed, and the response to emergencies can be well adjusted.
Self-confidence in the event has improved. Your child's forearm stability is improved, and postural maintenance and control stability increases. For some sports with acceleration and deceleration, you can let go of your skills and believe in your own ability.
They also have good eye maintenance when interacting with other children socially, and can interact effectively. And got the schoolProgress Star Rewards
Xingxingqiao Shanghai Center's teaching supervisor, Ms. Xu.
Follow-up plans
1.Strengthen the ability to regulate and switch emotions.
2.Strengthen activities with motor planning to help children improve hand-eye coordination, bilateral coordination, concentration, etc.
3.Strengthen upper limb control, strength, endurance, and be able to flexibly master the use of activity skills, such as rope swinging, racketing, etc.
4.Strengthens lower limb strength and endurance.
5.Skillful use of racket skipping rope.
6.All activities can be carried out in the form of games according to the child's preference to motivate the child.
Zeze's parents sent pennants to the teachers of Xingxingqiao Shanghai Center.
From a giggle in the classroom to a star of progress, Zeze's progress is inseparable from the joint efforts of teachers and parents. Hopefully, his experience in intervention will help you