School is challenging for students with autism because it requires a lot more than academic skills to be successful.
Behavioural and emotional management, and learning how to learn skills
are essential if they are going to learn anything effectively and efficiently.
Social communication skill
is the pre-requisite for participating in lesson activities and learning through working with their peers in teams and group projects.
Social and leisure skill
is the key to developing friendships and having an enjoyable school life.
Independence skill
for example, personal hygiene and school routine, is one of the criteria many schools use to decide if a student is ready for school.
Besides, these skills are not learned incidentally by children with autism as they are by neurotypical children because of their difficulties in social communication and interaction, their restricted interest and their lack of motivation.
In Aoi Pui School, we use the Autism Partnership Method to help our students who are diagnosed with autism to overcome these challenges and develop essential skills for school success. It is a unique style of using Applied Behaviour Analysis (ABA) which values making the lessons fun and natural, providing a high level of individualisation, making clinical judgments and working with the whole child.
Autism spectrum disorder is currently the fastest-growing developmental disorder. With the rapid increase in the number of students who are identified with autism, more teachers support students with autism in their classrooms now than ever. As the only primary school for students with autism in Hong Kong, it is our mission to promote effective teaching practices not only within our school but also in the field of autism education. We are committed to research about effective teaching practices, and present the findings in peer-review journals and conferences. For example, last year, we researched about teaching communication skills within academic lessons (Cheung, Lai, Cihon, Leaf & Mountjoy, 2020). The result showed that all of the participants acquired the individualized communicative responses as well as the academic targets.
Aoi Pui Schools’ publications include:
- Cheung, Y., Schulze, K. A., Leaf, J. B., & Rudrud, E. (2016). Teaching community skills to two young children with autism using a digital self-managed activity schedule. Exceptionality, 24(4), 241-250.
- Au, A. H. C., Mountjoy, T. J., Man, K. L. P., Leaf, J. B., Leaf, R. B., Taubman, M., & McEachin, J. (2015). A programmatic description of an international private behaviourally orientated autism school. Education and Treatment of Children, 38(1), 121-144.
- Cheung, Y., Lai, C. O. Y., Cihon, J. H., Leaf, J. B., & Mountjoy, T. (2020). Establishing Requesting with Children Diagnosed with Autism Using Embedded Instruction in the Context of Academic Activities. Journal of Behavioral Education, 1-16.
In AP Autism Awareness Summit 2021, I will show you the Autism Partnership Method in Action through videos of using this method in teaching essential skills in the primary school setting.
Information provided by:
Yvonne Cheung, M.S. ABA, BCBA, Behavioral Consultant |
Yvonne is a Board Certified Behavior Analyst (BCBA). She holds a master degree in Applied Behavior Analysis (ABA) from St. Cloud State University, United States. And she is currently a Doctor of Education candidate at The University of Bristol, United Kingdom. Yvonne has 15 years experience working with children and adolescents with autism in one-on-one, group and school settings in Hong Kong and Singapore. She has extensive experience training behavior therapists, teachers and parents, and consulting schools locally and overseas. She has also conducted research on ABA-based intervention for students with ASD, published in peer-reviewed journal and presented in international conferences. Currently, Yvonne is the Behavioural Consultant of Aoi Pui School and the Director of Research of Autism Partnership Foundation Hong Kong. |
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[:zh]對於自閉症學生來說，學校生活是一項挑戰。因為要在學校獲得成功，所需的技能不單單限於學術技能。
行為和情緒管理以及學會如何學習技能
這對於他們而言，要想高效效地學習知識都是必不可少的。
社交技巧
是參加課程活動和與團隊和小組項目中的同伴一起學習的先決條件。
社交和休閒技能
是發展友誼和享受愉快的學校生活的關鍵。
獨立技能
例如個人衛生和學校常規，是許多學校用來決定學生是否準備好上學的標準之一。
此外，由於自閉症兒童在社交溝通和互動方面有困難，興趣受限和缺乏動力，自閉症兒童並沒有像神經型兒童那樣可以在自然的情況下習得這些技能。
在愛培學校, 我們運用AP教學法（Autism Partnership Method）來幫助被診斷為自閉症的學生克服這些挑戰，並發展獲得成功學校生活所需的基本技能。 這是一種使用應用行為分析（ABA）的獨有方式。 我們使課程變得更有趣而自然，具有很高的個性化，臨床判斷能力和更全方位與學生進行教學互动。
自閉症譜係障礙是目前人數上升最快的一種發展障礙。隨著患有自閉症學生的人數迅速增加，現在比以往任何時候都有更多的老師在教室環境中為自閉症學生提供支援。 作為香港唯一一所專為自閉症兒童所設的小學，我們的使命是不僅在學校內部而且在自閉症教育領域推廣有效的教學實踐。 我們致力於高效教學法的研究，並將研究成果發表在同行評審期刊以及各類會議。 例如，去年，我們在學術課程中研究了交流技巧的教學（Cheung，Lai，Cihon，Leaf＆Mountjoy，2020年）。 結果表明，所有參與者都獲得了個性化的交流反饋以及學習目標。
愛培學校的出版物包括：
- Cheung, Y., Schulze, K. A., Leaf, J. B., & Rudrud, E. (2016). Teaching community skills to two young children with autism using a digital self-managed activity schedule. Exceptionality, 24(4), 241-250.
- Au, A. H. C., Mountjoy, T. J., Man, K. L. P., Leaf, J. B., Leaf, R. B., Taubman, M., & McEachin, J. (2015). A programmatic description of an international private behaviourally orientated autism school. Education and Treatment of Children, 38(1), 121-144.
- Cheung, Y., Lai, C. O. Y., Cihon, J. H., Leaf, J. B., & Mountjoy, T. (2020). Establishing Requesting with Children Diagnosed with Autism Using Embedded Instruction in the Context of Academic Activities. Journal of Behavioral Education, 1-16.
立即到”AP課堂”
資訊提供:
張詩琪女士, M.S. ABA, BCBA, 愛培自閉症基金研究總監 |
張詩琪(Yvonne)為國際認證行為分析師 (BCBA)，擁有聖克勞德州立大學「應用行為分析」碩士(M.S.ABA)學位，現正修讀布里斯托大學的教育博士(EdD)課程。Yvonne教育患有自閉症的兒童、青少年超過15年。不僅為本地個案、小組及學校提供支援，亦曾在新加坡、中國和俄羅斯培訓老師丶家長及治療師。另外Yvonne致力於自閉症研究工作，曾於國際研討會及學術期刊發表結果。她現正擔任愛培學校的行為應用分析治療顧問，和香港愛培自閉症基金研究總監。 |
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