1. Applied behavior analysis
Applied behavioral Therapy Applied behavioral analysis (ABA); The Discrete Trial Teaching and Intensive Behavioral Intervention, also known as Lovas, apply the Behavioral theory to design scenarios and select intensives according to students' learning objectives, and establish new adaptive behaviors based on students' spontaneous response behaviors to eliminate or improve inappropriate behaviors caused by autism symptoms.
2. Structured teaching
Structured teaching mode TEACCH, Treatment and Education of Autistic and Related Communication - Handicapped Children the Treatment of Children with autism and Related Communication Education) arrangement is an organized, systematic learning environment, and try to use visual cues, through an individualized study plan, help Autistic students establish personal habit and working system, cultivate their ability to work independently, in order to integrated into the community.
3. Picture exchange and communication system
This is a strategy designed in line with autistic students' strong response to and understanding of visual information. Use visual strategies to predict changes in the environment and to help students understand complex commands and master the main body of information. In this way, students can reduce the social and communication barriers caused by language comprehension and expression difficulties, so that they are more confident to take the initiative to communicate with others.
4.DIRR floor time
DIRR Floor Time also translated as' floor time 'is a set of therapeutic concepts developed by Dr. Stanley Greenspan and Dr. Sharina Reed in the 1980s. The concept proposes novel treatment strategies for the core disorders of children with special needs. It emphasizes giving children opportunities to build emotional interactions, with an emphasis on helping them and their family members build a good foundation in social, emotional and intellectual aspects, rather than focusing on specific abilities.
5.Sensory integration training
In the 1960s, Dr. Ayers, an occupational therapist in California, United States, found some common phenomena in a group of children with learning difficulties, such as visual cognitive problems, difficulty in hand-eye or right-and-left coordination, abnormal tactile response and balance bias. She is interested in this and hopes to learn more about the effects of perception and muscle on children's learning development. She believes that a lack of neurophysiological processes may have something to do with learning disabilities. Dr Ayers worked from the fields of educational theory and neurobehavioral science to develop solutions that evolved into sensory integration theory.
6. With so many treatments available, how should we choose?
First of all, we need to understand that as we learn more about autism, there are more and more ways and forms of treatment. As parents, you may hear from different sources that some treatments work well and others don't. Different experts have their own theories. It was very confusing at first. But over time, we analyze the information and make rational choices for our children. According to the American Autistic Society's recommendations for parents, treatment for autism should include the following:
1. No less than 25 hours of treatment per week;
2. Receive treatment throughout the year;
3. Design teaching plans according to the different needs and degrees of each child;
4. Assist children to integrate into ordinary schools in a planned way.
7. As parents, should we intervene?
Parents should and should be involved in designing their children's education programs. Because parents know their children best, they can provide therapists with valuable information. In other words, the therapist should know the child's behavior and communication methods at home, while the parents should tell the therapist their expectations and what methods can be used to effectively control the child's emotions at home. Good communication between parents and therapists can better assess a student's progress.
8. Dealing with children with autism
Parents often find it difficult to accept the fact that their children have autism, and are reluctant to take their children to the hospital for tests and special behavioral correction training. I hope my child's behavior problems are like a cold or cold, and that he or she can live for a while without taking any medicine. This kind of psychology of parents is understandable, but children with autism is not self-healing, parents only as soon as possible to adjust their own mentality, face up to the child's problems in order to really help the child. Missing the optimal time for detection and treatment can affect a child's development throughout his or her life.
Now preschool education, medical and parents are more and more concerned about the psychological and behavioral problems of children, but the identification and behavior correction of autistic children is not the general preschool education institutions and teachers can do, many kindergartens will also refuse such children into the normal children's class for many reasons. So parents must consult regular treatment institutions or hospitals, do treatment to find a therapist qualified professionals. If treatment institutions can effectively connect with regular kindergartens and implement the method of gradual integration, it will be more beneficial to the rehabilitation of autistic children.