新西兰代写assignment:自闭症游戏法

2019-10-07 17:35

“游戏法”也采用了一种互动的方法，通过游戏来提高发展，通过关注使用符号、符号和手势来提高思维技能和交流能力，同时在社会环境中提高与他人的互动(Rogers et al.， 1986)。一位主要的工作人员参与了用这种方法与个别孩子建立关系的过程，这种方法与成年人与孩子互动的方式类似，同时使用交流方法，如图片交换交流系统(PECS)。这个特殊的系统是为了提高学习者与周围人的互动而设计的(Bogdashina, 2005)，通过使用卡片而不是语言的初始阶段来表明他们想说什么。当他们变得更加自信时，他们就会用卡片代替口头交流，从而建立起他们使用语言的信心和能力。社交故事还鼓励与周围的人进行互动，同时解决学习者觉得困难的社交场合和习俗(例如，上厕所时需要关门)。这些故事是为了描述一个情况使用,什么和为什么句子提供线索正确的反应在一个给定的情况下,同时描述的感受和反应中涉及的各种人物的故事,为了使这些自闭症可以欣赏不同的角度(Plimley和鲍文,2007)。这些故事变得越来越复杂，因为孩子们获得了信心，以至于他们参与社会故事的写作，这进一步提高了他们的沟通技巧。
新西兰代写assignment:自闭症游戏法
An interactive approach is also adopted in the ‘Play Approach’, which enhances development through play by focusing upon the improvement of thinking skills and communication using symbols, signs and gestures whilst simultaneously improving their interaction with others in a social situation (Rogers et al., 1986). A key worker is involved in building a relationship with individual children with this approach, which is similar to the way in which adults interact with children whilst utilising Communication Approaches such as the Picture Exchange Communication System (PECS). This particular system is designed in order to improve learners’ interaction with those around them (Bogdashina, 2005) through using cards rather than language in its initial stages to indicate what it is they wish to say. As they become more confident, they substitute the card for a verbal interaction, thus building up their confidence and competence in using language. Social stories also encourage interaction with those around them, whilst addressing social situations and conventions which learners find difficult (for example, the need to shut the door when they are using the toilet). These stories are designed to describe a situation using where, what and why sentences which provide clues as to the right responses in a given situation, while simultaneously describing the feelings and reactions of the various characters involved in the story, in order that those with ASD can appreciate different perspectives (Plimley and Bowen, 2007). These stories become increasingly complex as children gain in confidence, to the point where they engage with the writing of social stories, which further enhances their communication skills.

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