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感觉游戏1/7/2022  与儿童的感觉游戏可用于通过他们身体的前庭和本体感觉来表达他们的内心世界（Bingley & Milligan 2007）。 涉及身体接受感官输入、他处理并提供适当反应的能力的活动将增强学习。 这是因为游戏活动包括交流、认知、运动能力、组织和社交能力（Stagnitti，2004）。
本周与您的孩子结合的活动创意可能包括： 假装碎纸是一层雪 橡皮泥和切割配件，包括颜色、气味、闪光、花瓣 玩水 木薯珍珠玩水 玩沙 沙玩混合剃须膏 用液态水染色的大米 用色素染色的面条 References: Bingley, A., & Milligan, C. (2007). Sandplay, Clay and Sticks: Multi-Sensory Research Methods to Explore the Long-Term Mental Health Effects of Childhood Play Experience. Children’s Geographies, 5(3), 283–296. https://doi.org/10.1080/14733280701445879 Stagnitti, K. (2004). Understanding play: The Implications for play assessment. Australian Occupational Therapy Journal, 51(1), 3–12. https://doi.org/10.1046/j.1440-1630.2003.00387.
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Sensory Play1/6/2022 Sensory play with children can be utilised to express their inner world through their body’s vestibular and proprioception senses (Bingley & Milligan 2007). Activities which involve the body’s ability to take in sensory input, process it, and provide appropriate responses will enhance learning. This is because play activities incorporate communication, cognition, motor ability, organizational and social competence (Stagnitti, 2004).
Activity ideas to incorporate with your child this week may include:
References: Bingley, A., & Milligan, C. (2007). Sandplay, Clay and Sticks: Multi-Sensory Research Methods to Explore the Long-Term Mental Health Effects of Childhood Play Experience. Children’s Geographies, 5(3), 283–296. https://doi.org/10.1080/14733280701445879 Stagnitti, K. (2004). Understanding play: The Implications for play assessment. Australian Occupational Therapy Journal, 51(1), 3–12. https://doi.org/10.1046/j.1440-1630.2003.00387.x
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行为的四个主要原因和功能1/5/2022  四个主要原因和功能
- 取得买物 - 逃避: 减少不必要的要求 - 寻求关注: 提供关注 -感官刺激:行为感觉很好 取得买物 孩子们可能会挑战性行为以获得想要的东西，例如喜欢的玩具或最喜欢的小吃。寻找一些迹象： - 拿，抓或看物品 - 拿走东西后发生 - 当他们没有自己喜欢的东西时发生 逃避: 减少不必要的要求有时可能会发生有挑战性的行为，因为孩子想避免做他们不喜欢的事情或食不喜欢的食物。寻找一些迹象： - 走路，面对或倾斜 - 要求他们做事后发生 - 当他们有自己不喜欢的东西时发生 寻求关注: 提供关注 可能发生挑战性的行为是，孩子可能想引起你的注意。寻找一些迹象： -看着或走向一个人 -你忙时会发生 感官刺激:行为感觉很好 最后，行为可能只是因为感觉良好而发生，例如挠痒痒。寻找一些迹象： -发生在很多不同的情况 -即使孩子一个人时也会发生
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Challenging behaviour often occurs because the child is unable to communicate their wants and needs for attention, medical care, preference for items/activities, dislike for people or activities, need for assistance or how sensory stimuli are affecting them. Behaviours that are repeated will have a function.
Identifying the function of a behaviour means investigating why that behaviour is occurring. There are 4 main functions of behaviour, or reasons why behaviour might be occurring. They are:
To get something (access to tangibles) Children may engage in challenging behaviour in order to get access to an item or activity. It may be anything they want, like a favourite toy or snack. To avoid something (escape) Any behaviour that enables the child to leave an unwanted task, environment or a person. Some examples include walking or leaning away, or it may occur after you place a demand and ask them to do something. Access to attention Any behaviour that results in the child interacting with the other person. It may look like walking towards a person, talking to the person and even looking at the person. Because it feels good (sensory stimulation) Any movement or action that pleases one’s own senses. It may feel good such as scratching an itch. Some signs to look for include occurrence across lots of different situations and even when the child is alone.
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References
Baron-Cohen, S., Allen, J., & Gillberg, C. (1992). Can autism be detected at 18 months? The needle, the haystack, and the CHAT. British Journal of Psychiatry, 161(6), 839–843. https://doi.org/10.1192/bjp.161.6.839 Greer, R. D., & Ross, D. E. (2008). Verbal behavior analysis : inducing and expanding new verbal capabilities in children with language delays . Pearson/Allyn & Bacon. Lovaas, O. I. (1977). The autistic child: language development through behavior modification. Irvington Publishers : distributed by Halsted Press. Mirenda, P. L., Donnellan, A. M., & Yoder, D. E. (1983). Gaze behavior: A new look at an old problem. Journal of Autism and Developmental Disorders, 13(4), 397–409. https://doi.org/10.1007/BF01531588 Stern, D. N. (1985). The Interpersonal World of the Infant: A View from Psychoanalysis and Developmental Psychology (1st ed.). Routledge. https://doi.org/10.4324/9780429482137 Tiegerman, E., & Primavera, L. H. (1984). Imitating the autistic child: Facilitating communicative gaze behavior. Journal of Autism and Developmental Disorders, 14(1), 27–38. https://doi.org/10.1007/BF02408553 Triesch, J., Teuscher, C., Deák, G. O., & Carlson, E. (2006). Gaze following: why (not) learn it? Developmental Science, 9(2), 125–147. https://doi.org/10.1111/j.1467-7687.2006.00470.x Wetherby, A. M., & Woods, J. J. (2006). Early Social Interaction Project for Children With Autism Spectrum Disorders Beginning in the Second Year of Life: A Preliminary Study. Topics in Early Childhood Special Education, 26(2), 67–82. https://doi.org/10.1177/02711214060260020201 Wimpory, D. C., Hobson, R. P., Williams, J. M. G., & Nash, S. (2000). Are Infants with Autism Socially Engaged? A Study of Recent Retrospective Parental Reports. Journal of Autism and Developmental Disorders, 30(6), 525–536. https://doi.org/10.1023/A:100568320943
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References
Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3–9. https://doi.org/10.1037//0022-006X.55.1.3 Maurice, C., Green, G., & Foxx, R. M. (2001). Making a difference : behavioral intervention for autism . Pro-Ed. Virués-Ortega, J. (2010). Applied behavior analytic intervention for autism in early childhood: Meta-analysis, meta-regression and dose–response meta-analysis of multiple outcomes. Clinical Psychology Review, 30(4), 387–399. https://doi.org/10.1016/j.cpr.2010.01.008 World Health Organization. (2021, June 1). "Autism Spectrum Disorders." Retrieved from https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders |