- -Self-control from engaging in self- stimulatory behaviors
- -Minimal or absence of disruptive behaviors
- -Fundamental Learning- How- to- Learn Skills, e.g. sitting/ standing nicely, responding, waiting nicely, self- initiated attention etc.
- -Independence in doing out-chair tasks with minimal supervision
- -Sustained attention in doing short tasks with minimal supervision
- -Tolerance to delaying gratification and termination of reinforcement
- -Understanding of learning contingency, e.g. token economy, time- in system etc.
- -Understanding of basic group instructions, e.g. choral, individual, and conditional instructions etc.
- -Understanding of simple instructions, e.g. 1- step instructions, multiple-part instructions
- -Ability to express desire and needs
- -Toilet trained
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Some other consideration when we recruit candidates for group sessions include:
- -The combination of students, including students’ age, skill levels etc.
If your child has not established the above skills, it might be helpful to spend some time on preparing him before sending him to a group session. When a student is ready for group learning, he should not require an aid, parents or caregivers to shadow him. In the upcoming articles, I will share with you skills that we need to equip our students with to be ready for kindergarten and primary school.
Before children can learn in groups, enrolling a 1 on 1 individualized intervention can help our child to equip prerequisite skills such as “Learning How to Learn” and Behavior Management skills that prepare them to benefit more from social groups!
To know more about AP’s individualized 1 on 1 Treatment, please click here.
AP’s individualized 1 on 1 Treatment
Information provided by:
Ms. Christy Lai (Autism Partnership Autism Partnership Case supervisor) |
Ms. Christy Lai Ms. Christy Lai is a Board Certified Behavior Analyst with a Master of Science in Applied Behavior Analysis from St. Cloud State University and a Bachelor of Arts in Psychology from the University of Michigan, Ann Arbor. Ms. Lai joined Autism Partnership (AP) in 2011 and she has extensive experience in working with children with ASD. Ms. Christy Lai currently oversees the Little Learners program in Hong Kong and Shanghai and consults families in Asia. She directs overseas training to staff in the Train the Trainer program and provides parent education to families with children with ASD. She also conducts Jumpstart and PIIP programs locally and internationally. In additions, she partakes in overseas ASD conferences and produces ABA training videos and articles in the APSPARKS website for public education. |
Learn more about our ABA Services
[:zh]根據我們為患有自閉症學生干預的多年經驗，我們發現大部分學生經過上包含了有系統教學，以及有清晰和個人化學習目標的小組課後，大大幫助他們順利過渡到教室學習環境。然而，於真正能透過上小組課充分受益前，學生需要具備一定的先決技巧。一般而言，學生能有效地在一對一密集訓練中透過充足的練習機會來掌握這些技巧。部分技巧包括：- -對自我刺激行為的自我控制能力
- -低程度／沒有干擾性行為
- -基礎學習技巧，例如：安坐／站好、回應、等待、自發性專注等
- -於低程度的監督下能獨立地執行離座任務
- -於低程度的監督下能持續專注地執行任務
- -對休息時間完結和延遲獲得強化物／休息的耐受力
- -對學習制度的理解，例如：代幣制度、時間制度等
- -對小組指令的理解，例如：大班指令、個人指令、有條件性指令等。
- -對簡單指令的理解，包括：一步驟指令、多部分指令等
- -自發性表達需要和需求
- -完成如廁訓練
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為小組找適合學生的其他考慮因素：
- -學生的組合，例如：學生們的年齡、能力是否相近
在自閉症小朋友參與小組學習前，先進行一對一的密集式訓練可以幫助他們打好在小組學習的基礎，掌握必須的技巧，如「學習怎樣學習」和行為管理等技巧，這樣我們的小朋友才能在小組學習中獲益更多！
資訊提供:
賴靜小姐 (Autism Partnership 行為分析治療課程監督) |
賴靜小姐 賴靜小姐是國際認證行為分析師(BCBA) 並獲有聖克勞德州立大學「應用行為分析」碩士學位及密歇根大學心理學學士學位。她在2011 年加入AP，專注於自閉症兒童的教學工作。 她現時負責監督和帶領香港及上海的Little Learners（學前教育計劃），並為亞洲家庭提供咨詢服務。她亦指導海外導師培訓計劃及為有自閉症孩子的家長而設的學習課程，並於香港及海外進行躍進課程及革新密集訓練課程。此外，她亦參與海外研討會，為APSPARKS 自閉症資源網站製作ABA 教學視頻及撰寫文章，與大衆分享ABA資訊。 |
請分享，讓更多人了解自閉症及學習更多應用行為分析（ABA）的治療技巧。
Facebook: APautism
微信號: AutismPartnership_HK
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