Language training for children with autism, language training methods for autism

You can try Baby's Health.

Generally, it is learned here first.

How big, this is the key.

If it is not difficult to let the child read aloud more when you are in elementary school, you can read aloud with the child, and take the child to a place where there are many people, many places where you need to talk, such as ordering food and letting the child come by yourself, this is to give the child the opportunity to speak.

If you are autistic in junior high school and high school, this is relatively troublesome, girls are easier to do, take her to sell things, teach her to bargain, and have the effect of a few more times, boys, let children organize a trip to other places, bus tickets and restaurants, etc., set more requirements, let children have more places to talk, and more relaxed, so that children are motivated.

In addition, it is also a good choice to encourage children to participate in activities that must be spoken, such as singing classes or something, taekwondo, etc.

If you are studying in college, it is simple, arrange a holiday worker in customer service, and give the ...... the reference salary for the next semester's pocket moneyResults in two months.

The above is just to let autism have the ability to express in language, but it is difficult to say whether autism can be autistic, after all, autism is a kind of mental illness, or to use heart medicine, it is recommended to accompany children more, more care and communication, this is fundamental.

The above is the advice of a person who used to be autistic.

Many children with autism have no active language, lack hobbies, and have single needs. Therefore, we need to cultivate children's various needs by expanding their interests, so as to:

Triggers his motivation to verbalize a need for something. You can use the child's various motivations to speak, set up situations, and put forward various requirements to the child that must be expressed in words.

In this way, it provides children with the opportunity to learn and use language. Always guide your child on what to say, let him know what to say, and keep trying to say it, so that he understands even when he says it.

It doesn't matter if it's incomplete or not, it's good to be involved and encourage it in a timely manner. Then guide him to break through the existing situation, and remember not to let the child ask questions at the beginning.

It is better to tell him directly in a declarative sentence.

1. If you can't take the initiative to meet the requirements, you must wait for the child to take the initiative to express it.

For example, if you put your child's favorite toys or food out of his reach (e.g., a car, a building block, a potato chip that he likes to eat, etc.), he can see it, but he can't hold it.

Let him express, "I'm going to play .......""I'm going to eat ......When eating, put the dishes that the child likes to eat out of the reach of the child, and put the dishes that he doesn't like to eat in front of him, and let him express: "I want to eat ......."”

Make a pause in your child's favorite game and ask him to say, "I'm still going to play." When it's time to eat, don't open the meal, let him express:

I want to eat."

2. Create small difficulties and small troubles, so that children can learn to ask others for help.

For example, put his favorite toys and food out of reach and ask him to say, "Help me get them." When eating a snack, give him an unpacked food item and let him express it.

Mom help me open it". When drinking, give him a bottle of water with a lid on it and ask him to express: "I can't open it (please help me open it)". Do not give spoons or chopsticks when eating; When drawing, don't give a pen and let him express: "I don't have ......."”

3. Do what the child likes but deliberately ignore him, and "show off" in front of his eyes to induce him to make demands.

For example, when eating, do not greet him; Take his favorite toys and play in front of him; When eating, do not set dishes and chopsticks for him, and adults start eating; Everyone doesn't call him when they go out; Play the game he is most interested in in front of him and ask him to say, "I want it too".

4. Deliberately do things that violate the norm, or say things that are obviously wrong, and guide children to give opinions (or find mistakes).

For example: putting toys in the refrigerator and books in the cupboard in front of children; Pointing to the sun and saying the moon; Holding a pencil and saying sausage; Say the green leaf as red and ask the child to express "wrong" or "not right".

5. Let the child do what he least likes the most, and help the child learn to choose.

For example: give him an activity that he least likes; Give him what he least likes to eat; Take him where he least wants to go and let him express, "I don't want to ......."I'm going to ......

Be mindful of realistic situations. For example, the day-to-day life situation of the family; natural situations observed when going out; Colorful cityscapes, etc.

There are four main directions of autism:

1. Medical **:

Preventive treatment: to prevent the onset of autism, including genetic counseling.

Remedial**: Early diagnosis, targeted for physiological factors**. For the time being, there has been no breakthrough in either approach.

Symptomatic**: Medications** can reduce symptoms such as being overactive, not concentrating, mood swings, violent tendencies, difficulty sleeping, etc.

2. Behavioral Psychology and Special Education

The main focus is in this direction, and in fact it is also very helpful for autistic children and their families. The basic principles of this method are:

A consistent plan.

Try to make the autistic child understand what is required of him, so that he can become interested in the environment and feel that it is meaningful to participate.

Therefore, he cannot be left alone. It is necessary to create a stable and consistent structure, and to actively help them participate.

a. Teach him what is appropriate to his abilities.

b. Try to help parents learn to teach them in the same way at home.

Teach him to learn normal behavior instead of abnormal behavior.

Try to use encouragement:

c. Material rewards may be needed to help him participate at the beginning.

d. The most important thing is to give him a sense of success after participating. Successful experiences will make him emotionally stable and more motivated to participate.

e. Evaluate his ability from many aspects. His abilities are uneven. Based on the results of the assessment, we will provide training methods and learning opportunities that are suitable for his abilities.

f. Repetitive behaviors and reluctance to change need to be done slowly. It is usually to help him learn other better behaviors to replace them. Plus, the more they understand, the less these behaviors will be.

g. Use behavioral psychology to deal with some difficult behaviors, such as tantrums, reluctance to eat, etc.

h. Try to make life experience enjoyable for children and parents.

3. Speech**:

The assistance of a speech teacher is very important. A detailed analysis of children's speech development and then the development of appropriate training methods that can be integrated into children's daily life. In addition, according to his progress, the method will be adjusted.

Help everyone who has regular contact with children to learn these methods.

4. Social Work**

Children with autism cause a lot of stress to families. First of all, it is necessary to help parents understand the basic pathology, development level and best methods of children. In addition, it reduces the pressure on the family, such as financial aspects, housing aspects.

Also, help other family members, especially siblings, to meet and help children with autism.

Autism is a long-term process, not a disease that can be quickly effective, how to ** autism has become a problem, but in any case, parents should give their children more care, so that children can grow up healthily in a loving family.

1. Don't enclose your child too much in a small circle of blind learning. The modernization of urban living has caused many people to move into high-rise buildings, and high-rise buildings with one door tend to create a closed environment for children, so children should be allowed or encouraged to walk down from high-rise buildings into the courtyard to play, socialize, and build friendships with neighbors or nearby children.

2. Pay attention to the cultivation of emotional intelligence. Emotional intelligence is the comprehensive ability to adapt to society. It is not enough for children to do well in their studies, they must also know how to accept others and make others accept themselves, which is also the basic meaning of love.

While cultivating children's good morals, it is necessary to teach children to form good temperament and emotions.

3. Try to let your child participate in group activities. Group activities include games and homework invited by neighborhood children; Including cultural and sports activities organized by schools and classes; Including congratulating classmates on their birthdays, sending off teachers, and more. Nurture children's character through group activities, and experience friendship, wisdom and warmth through group activities.

4. Create conditions for children to make friends. Children should not only be allowed to walk down tall buildings and out of the house, but children should also be allowed to be invited into the house. Provide opportunities for children to make friends and teach them the arts, methods, and techniques of making friends.

5. Cultivate children's self-reliance, and do not do everything for parents. Let the child learn to do his own thing, and intentionally let the child touch the nail and taste the hardships to hone the child's willpower.

Hope it helps.

Speech disorders in children with autism mainly include speech disorders, speech comprehension disorders, and speech expression disorders.

The main training methods are as follows:

1.Movement training method.

2.Create a locale. You can use watching and judging TV, listening to **, telling simple stories, etc. to subtly influence children.

3.The method of the game is a laughing greeting hood. Incorporate some verbal training into the slapstick game.

4.Memory imitation method. Repeat and train your child to have simple cognition and some normative language.

5.Activity training method. Take your child to a public place such as a park or a wild place to perceive a lot of things.

2-6 years old is the first stage of children's language development, we first analyze children's language ability, including nouns, verbs, measure words, adjectives, and other language expression skills, so that there are sentences to paragraphs, language expression ability between stories, Lao Tan proposed a training plan for the improvement of language expression ability: one is to increase the accumulation of understanding and expression vocabulary; the second is to improve the length and breadth of sentences that can be understood and expressed; Third, it is very important to simulate the connection of daily situations, and it is very important to have the right context and the right expression; Fourth, enhance the ability to describe a thing or event and summarize and extract information; Fifth, improve children's ability to retell stories in a complete way; Sixth, improve the comprehension and language skills involved in ideas, boundaries and emotions in social situations.

Autistic children with speech and speech disorders mainly include speech disorders, speech deficit comprehension disorders, and speech expression disorders.

The main training methods are as follows:

1.Movement training method.

2.Create a locale. You can use watching TV, listening to **, telling simple stories and so on to subtly influence children.

3.The method of the game. Incorporate some verbal training into the game.

4.Memory imitation method. Repeat and train your child to have simple cognition and some normative language.

5.Activity training method. Take your child to a public place such as a park or a wild place to perceive a lot of things.

In addition to specialized language therapy in professional institutions, family intervention also plays a very important role for children with autistic residual syndrome.

In the daily life of the family, parents need to guide them at any time, train their children's language, be good at seizing every opportunity in their daily life, communicate with their children in a timely and appropriate manner, help their children develop well in language, and provide timely guidance. Many parents respond that their children are not very good at speaking, in fact, sometimes for children who do not speak much, they can not only pay attention to the development of their children's voice, but also consider their autism and communication skills.

Therefore, for such children, if parents find problems, they should take their children to a special institution, such as the child psychology department, to seek help from a doctor as soon as possible, and then go home to educate and communicate with parents, and to carry out appropriate elimination and supplementation at any time, so that the child's language development and social communication skills can be improved to a certain extent.

For speech training in children with non-speech skills, follow these steps:

1. Basic breathing training, there are many children who have no speech ability who do not have the ability to let the airflow pass through the oral cavity at all, so it is necessary to help the patient learn to exhale from the mouth and learn to control the breath when speaking. In order to achieve this goal, children can be trained by blowing candles, pieces of paper, table tennis balls, bubbles, whistles, etc.

2. Pay attention to the reinforcement of occasional pronunciation, normal children's speech is actually gradually developed under the continuous reinforcement of parents. Therefore, it is also very important for children with autism to strengthen occasional pronunciation, so that the bad child will be interested in pronunciation and try to pronounce more sounds.

3. Body movement imitation, body movement imitation is the premise for children to eventually learn lip movement and pronunciation imitation. Because relatively speaking, the imitation of various body movements is not very difficult, and the training is carried out in the following order: imitation of body movements, imitation of arm movements, imitation of hand movements, imitation of hand and face movements, imitation of facial movements.

In the process of motor imitation, attention should be paid to appropriate assistance and positive reinforcement.

4. Imitation of lip movement and tongue movement: The imitation of lip movement and tongue movement is the most important foundation for learning pronunciation, so some interesting activities can be designed to help children learn various lip movements and tongue movements, so as to lay a good foundation for further pronunciation.

5. Imitation of pronunciation, after completing the above steps, the child will have the ability to imitate lip movements, tongue movements and exhale from the mouth, at this time, the child can start pronunciation training.