自閉症、孤獨症 ( Autism / Autism Spectrum Disorder )
自閉症傾向 ( Autistic Features )
普及發展障礙 ( Pervasive Developmental Disorder 簡稱 PDD )
亞斯伯格症或亞氏保加症 ( Asperger Syndrome )
高功能自閉症/亞斯伯格症 ( High Functioning Autism )
蕾特氏症 ( Rett Syndrome )
X-染色體脆弱症 ( Fragile X Syndrome )
藍道 - 克里夫症候群 ( Landau – Kleffner Syndrome )
威廉氏症候群 ( Williams Syndrome )
2010年3月6日星期六
2010年1月21日星期四
自閉症常用詞彙
ABA
Applied Behavioral Analysis
ADA
American with Disabilities Act
Antecedent
A cue, trigger, impetus, incident or person that immediately precedes a behavior. Think of it as the "if" portion of an "if-then" proposition - a condition that comes before an event.
ASD
Autism Spectrum Disorder
Bilateral activity
physical activity that utilizes both sides of the body equally, such as swimming, biking, jumping rope, running.
Consequence
An outcome or effect that conditionally follows a behavior. Think of it as the "then" portion of an "if-then" proposition.
Echolalia/Echolalic
Rote repetition of the conversation of others (immediate echolalia) or of scripts or past conversations(delayed echolalia). May be functional, as in repeating situation, maybe used as a self-stimulant(calming) device, or may be involuntary and accompanied by little or no comprehension.
Functional Behavior Analysis (FBA)
Procedure for determining the root or cause of a behavior before developing an interceptive course of action. Under IDEA, schools must complete an FBA when addressing problem behaviors, although specific guidelines for the administration of the FBA are not spelled out under the law.
Hyper-senitivity
Occurs when a person's auditory, visual, tactile and other senses are overly acute, causing painful responses to "normal" stimuli.
Hypo-sensitivity
Occurs when a person's auditory, visual tactile and other senses are under-responsive, giving the brain little to no information with which to interpret and respond to environment.
NT
"Neuro-typical," a person who does not have an autism spectrum disorder
OT
Occupational therapist, a specialist trained in developing interventions, treatments and activities addressing hyper- or hypo-acute responses to a child's fine motor skills, visual perceptual skills, sensory motor skills, life skills, pre-vocational skills, social/emotional development and functional mobility.
Preseveration/Perseverative behavior/Perseverate
A form of the word 'persevere,' perseveration is the continuation of a response or a behavior long beyong the original impetus.
Positive reinforcement
An action, item or words that increase the likelihood that desired behavior will be repeated; a reward.
Proprioception
The ability to sense the position, location, orientation and movement of the body and its parts.
Punishment
Penalty or adverse consequence imposed in response to undesirable behavior.
Reinforcer
An object, token, stimulus or other result that supports or encourages the recurrence or continuation of the behavior immediately preceding.
Self-regulation
Routines, techiques, tactics or strategies that help a child manage his or her own behavior and thoughts throughout various settings and changes in enviornment.
Sensory Integration (SI)
Ability to use information from all seven senses to manage daily activity and communicate with others. The seven senses are: tactile(touch), olfactory(smell), auditory(hearing), visual(sight), gustatory(taste), vestivular(equilibrium/gravity) and proprioceptive(body position awareness).
SLP
Speech/Language Pathologist
Social Stories
A Social Story is a short story - defined by specific characteristics - that describes a situation, concept, or social skill. It is a carefully scripted text that describes a process and a result in terms that make sense and are actionable to the person with ASD.
Stimulus
An input, cue, action, influence or anything that eokes a response.
Theory of Mind(ToM)
The ability to understand that others have beliefs, desires and intentions that are different from one's own.
Token System
A behavior reinforcement system wherein the child earns tokens or markers for achieving desired behaviors. Upon accumulating an agreed-upon number of tokens, he can exchange them for pre-determined reward activites or items.
Vestibular
The sense that regulates our equilbrium Vestibular means relating to the vestibule of the ear, an opening at the inner ear that contains the saccule and utricle - the organs of equilibrium. This system regulates our body movements of the head and body and is closely connected to the auditory and visual senses. Vestibular disorder can manifest in "gravitational insecurity," a frightening sense of falling when the position of the head changes.
1001 great ideas for teaching and raising children with autism spectrum
作者：Veronica Zysk,Ellen Notbohm
http://books.google.com.hk/books?id=C_IZQMA29tQC&pg=PA221&dq=Engaging+Autism&cd=3#v=onepage&q=Engaging%20Autism&f=false
Applied Behavioral Analysis
ADA
American with Disabilities Act
Antecedent
A cue, trigger, impetus, incident or person that immediately precedes a behavior. Think of it as the "if" portion of an "if-then" proposition - a condition that comes before an event.
ASD
Autism Spectrum Disorder
Bilateral activity
physical activity that utilizes both sides of the body equally, such as swimming, biking, jumping rope, running.
Consequence
An outcome or effect that conditionally follows a behavior. Think of it as the "then" portion of an "if-then" proposition.
Echolalia/Echolalic
Rote repetition of the conversation of others (immediate echolalia) or of scripts or past conversations(delayed echolalia). May be functional, as in repeating situation, maybe used as a self-stimulant(calming) device, or may be involuntary and accompanied by little or no comprehension.
Functional Behavior Analysis (FBA)
Procedure for determining the root or cause of a behavior before developing an interceptive course of action. Under IDEA, schools must complete an FBA when addressing problem behaviors, although specific guidelines for the administration of the FBA are not spelled out under the law.
Hyper-senitivity
Occurs when a person's auditory, visual, tactile and other senses are overly acute, causing painful responses to "normal" stimuli.
Hypo-sensitivity
Occurs when a person's auditory, visual tactile and other senses are under-responsive, giving the brain little to no information with which to interpret and respond to environment.
NT
"Neuro-typical," a person who does not have an autism spectrum disorder
OT
Occupational therapist, a specialist trained in developing interventions, treatments and activities addressing hyper- or hypo-acute responses to a child's fine motor skills, visual perceptual skills, sensory motor skills, life skills, pre-vocational skills, social/emotional development and functional mobility.
Preseveration/Perseverative behavior/Perseverate
A form of the word 'persevere,' perseveration is the continuation of a response or a behavior long beyong the original impetus.
Positive reinforcement
An action, item or words that increase the likelihood that desired behavior will be repeated; a reward.
Proprioception
The ability to sense the position, location, orientation and movement of the body and its parts.
Punishment
Penalty or adverse consequence imposed in response to undesirable behavior.
Reinforcer
An object, token, stimulus or other result that supports or encourages the recurrence or continuation of the behavior immediately preceding.
Self-regulation
Routines, techiques, tactics or strategies that help a child manage his or her own behavior and thoughts throughout various settings and changes in enviornment.
Sensory Integration (SI)
Ability to use information from all seven senses to manage daily activity and communicate with others. The seven senses are: tactile(touch), olfactory(smell), auditory(hearing), visual(sight), gustatory(taste), vestivular(equilibrium/gravity) and proprioceptive(body position awareness).
SLP
Speech/Language Pathologist
Social Stories
A Social Story is a short story - defined by specific characteristics - that describes a situation, concept, or social skill. It is a carefully scripted text that describes a process and a result in terms that make sense and are actionable to the person with ASD.
Stimulus
An input, cue, action, influence or anything that eokes a response.
Theory of Mind(ToM)
The ability to understand that others have beliefs, desires and intentions that are different from one's own.
Token System
A behavior reinforcement system wherein the child earns tokens or markers for achieving desired behaviors. Upon accumulating an agreed-upon number of tokens, he can exchange them for pre-determined reward activites or items.
Vestibular
The sense that regulates our equilbrium Vestibular means relating to the vestibule of the ear, an opening at the inner ear that contains the saccule and utricle - the organs of equilibrium. This system regulates our body movements of the head and body and is closely connected to the auditory and visual senses. Vestibular disorder can manifest in "gravitational insecurity," a frightening sense of falling when the position of the head changes.
1001 great ideas for teaching and raising children with autism spectrum
作者：Veronica Zysk,Ellen Notbohm
http://books.google.com.hk/books?id=C_IZQMA29tQC&pg=PA221&dq=Engaging+Autism&cd=3#v=onepage&q=Engaging%20Autism&f=false
2009年9月4日星期五
自閉症之訓練方式: ABA/ Floortime/ TEACCH
ABA/ Floortime/ TEACCH
是現時已有全面的科學化實證研究，證實能有效改善自閉兒的行為、溝通及人際社交，
有系統的訓練/介入(intervention)方法：
- 應用行為分析 (Applied Behavior Analysis, 簡稱ABA)
- 地板時間 (Floor Time)
- 結構化訓練法 (Treatment and Education of Autistic
& related Communication handicapped Children, 簡稱TEACCH)
此外，還有下列幾種從上述引伸出來的訓練方法：
- 人際關係療法 (Relationship Development Intervention，RDI)
- 早期深度行為干預，又簡稱 Lovaas 早期教學法，發源自ABA
- 語言行為干預 (Verbal Behavior Intervention) ，發源自ABA。
應用行為分析 (ABA)：
是一種密集式的訓練，它應用了心理學的理論，其策略是：按部就班、結構化的教學及評量方法。治療師把每一種學習技能分為多個小步驟，而每一步驟藉由外在刺激或提示來教導。若學生反應正確，則用增強物(reinforcer)來加強鞏固效果。若事先了解何種增強物對孩子有效，則此增強物便可有效的強化此反應（行為）。
這種方法的優點在於一小步一小步地教導孩子，然後反覆地操練，直到肯定孩子掌握了這種技能後，才學習新的技能；這樣即使是能力很低的孩子也能慢慢學會各種技能，甚至誘發他們的潛能，就像運動員接受密集的訓練後，能做出難以置信的壯舉。但是也有人批評這種方法是把孩子｢訓練成機械人｣，因為孩子不能明白行為背後的意義，因而只能做出僵硬的、機械式行為，就像受過訓練的動物那樣。
地板時間 (Floortime)：
這種治療法據說是針對ABA的弊病而產生，它是以孩子為中心，治療師或家長跟隨孩子的帶領並參與任何孩子感興趣的遊戲(例如年幼孩子的活動大多數坐在地板上進行)，然後在遊戲活動中，以鼓勵孩子與治療師或家長互動的方式來教導他/她，同時在訓練中不斷製造變化、驚喜、困難，引導孩子在自由愉快的時光中學習和建立解決問題的能力，並進而發展社會交往能力。治療師或家長要積極帶領擴展孩子的活動，使孩子有興趣去打開及結束更多的溝通圈。訓練活動不限於固定的課室，而是在日常生活的各個時段。
這種方法的優點在於靈活，但由於要不斷按孩子的反應而改變策略，所以對家長或治療師的要求其實更高。
TEACCH：
是一種採用｢結構化教學｣的方式，強調透過系統化的教學環境、日程及教學程序，將抽象的概念變得具體及形象化，並盡量利用視覺提示，幫助自閉症兒童建立個人工作系統和習慣，提升他們的獨立能力以便融入社群。孩子需先接受評估，再根據評估結果去設計相關的課程，主要針對訓練孩子的社交，溝通及適應技能。
這個理論的基礎在於大多數自閉症兒童都有很強的視覺分析能力及對結構組織的特強適應，因此訓諫員/治療師便利用自閉症兒童這方面的優點及專長去設計訓練及課程，從而增加孩子的學習能力及認知發展。但也有人批評TEACCH過份結構化，以致自閉症兒童過於專注於日程表，流程圖等。
其實，每一種方法都有其優點缺點，作為家長，我的看法是最好能海納百川。這兩年我們聘用了ABA治療師，在孩子課餘或假期時加強他們的學習，以及改善行為。ABA對像SS那樣能力比較低的孩子特別有成效，我們很快就能看到他的成績。但是，如果導師只盲目地根據僵化的目標做課程，不能按孩子的成長而調整內容，ABA很快會失去效率。因此我們一直積極跟導師溝通，參與課程設計，好讓孩子們的學習不至於機械化。我們在日常生活中也經常運用ABA的精粹，使孩子們的學習更有效。
幾年前我第一次接觸Floortime方法，當時JJ三歲半，情緒問題使我非常沮喪，我覺得自己無從教她，於是朋友介紹了一位輔導員給我一點意見。JJ本來很抗拒陌生人，可是那位輔導員一到我們家，立刻趴在地板，用跟坐著的JJ一樣的高度，跟著JJ玩；她做什麼，輔導員就跟著做什麼。很快JJ對她少了戒心，願意回答她的問題。雖然那位輔導員由於工作的關係，未能協助我們訓練JJ，但是我從她那裡學到，我們應該先成為孩子的玩伴，而非先執意改造他/她。於是日後我們盡量先陪孩子們一起玩，當孩子們玩得高興時候，我們就可諄諄教導。
至於TEACCH，JJ以前去的｢早期訓練中心｣就是使用這種模式。家長在家裡或許不能自行做評估並設計相關的課程；不過，視覺提示、日程表及流程圖等，都是非常好的工具，我們都經常運用。
所以，上述任何一種訓練都可以，關鍵是能夠把握孩子的心理，以及按著孩子的特質，有智慧地使用這些方法。孩子能接受的，能引導他們學習心的，就是好方法；如果令孩子失敗的經驗積累太多，他們不想學，那就要改變方法了。
Refer:
http://hk.myblog.yahoo.com/mama-tears
是現時已有全面的科學化實證研究，證實能有效改善自閉兒的行為、溝通及人際社交，
有系統的訓練/介入(intervention)方法：
- 應用行為分析 (Applied Behavior Analysis, 簡稱ABA)
- 地板時間 (Floor Time)
- 結構化訓練法 (Treatment and Education of Autistic
& related Communication handicapped Children, 簡稱TEACCH)
此外，還有下列幾種從上述引伸出來的訓練方法：
- 人際關係療法 (Relationship Development Intervention，RDI)
- 早期深度行為干預，又簡稱 Lovaas 早期教學法，發源自ABA
- 語言行為干預 (Verbal Behavior Intervention) ，發源自ABA。
應用行為分析 (ABA)：
是一種密集式的訓練，它應用了心理學的理論，其策略是：按部就班、結構化的教學及評量方法。治療師把每一種學習技能分為多個小步驟，而每一步驟藉由外在刺激或提示來教導。若學生反應正確，則用增強物(reinforcer)來加強鞏固效果。若事先了解何種增強物對孩子有效，則此增強物便可有效的強化此反應（行為）。
這種方法的優點在於一小步一小步地教導孩子，然後反覆地操練，直到肯定孩子掌握了這種技能後，才學習新的技能；這樣即使是能力很低的孩子也能慢慢學會各種技能，甚至誘發他們的潛能，就像運動員接受密集的訓練後，能做出難以置信的壯舉。但是也有人批評這種方法是把孩子｢訓練成機械人｣，因為孩子不能明白行為背後的意義，因而只能做出僵硬的、機械式行為，就像受過訓練的動物那樣。
地板時間 (Floortime)：
這種治療法據說是針對ABA的弊病而產生，它是以孩子為中心，治療師或家長跟隨孩子的帶領並參與任何孩子感興趣的遊戲(例如年幼孩子的活動大多數坐在地板上進行)，然後在遊戲活動中，以鼓勵孩子與治療師或家長互動的方式來教導他/她，同時在訓練中不斷製造變化、驚喜、困難，引導孩子在自由愉快的時光中學習和建立解決問題的能力，並進而發展社會交往能力。治療師或家長要積極帶領擴展孩子的活動，使孩子有興趣去打開及結束更多的溝通圈。訓練活動不限於固定的課室，而是在日常生活的各個時段。
這種方法的優點在於靈活，但由於要不斷按孩子的反應而改變策略，所以對家長或治療師的要求其實更高。
TEACCH：
是一種採用｢結構化教學｣的方式，強調透過系統化的教學環境、日程及教學程序，將抽象的概念變得具體及形象化，並盡量利用視覺提示，幫助自閉症兒童建立個人工作系統和習慣，提升他們的獨立能力以便融入社群。孩子需先接受評估，再根據評估結果去設計相關的課程，主要針對訓練孩子的社交，溝通及適應技能。
這個理論的基礎在於大多數自閉症兒童都有很強的視覺分析能力及對結構組織的特強適應，因此訓諫員/治療師便利用自閉症兒童這方面的優點及專長去設計訓練及課程，從而增加孩子的學習能力及認知發展。但也有人批評TEACCH過份結構化，以致自閉症兒童過於專注於日程表，流程圖等。
其實，每一種方法都有其優點缺點，作為家長，我的看法是最好能海納百川。這兩年我們聘用了ABA治療師，在孩子課餘或假期時加強他們的學習，以及改善行為。ABA對像SS那樣能力比較低的孩子特別有成效，我們很快就能看到他的成績。但是，如果導師只盲目地根據僵化的目標做課程，不能按孩子的成長而調整內容，ABA很快會失去效率。因此我們一直積極跟導師溝通，參與課程設計，好讓孩子們的學習不至於機械化。我們在日常生活中也經常運用ABA的精粹，使孩子們的學習更有效。
幾年前我第一次接觸Floortime方法，當時JJ三歲半，情緒問題使我非常沮喪，我覺得自己無從教她，於是朋友介紹了一位輔導員給我一點意見。JJ本來很抗拒陌生人，可是那位輔導員一到我們家，立刻趴在地板，用跟坐著的JJ一樣的高度，跟著JJ玩；她做什麼，輔導員就跟著做什麼。很快JJ對她少了戒心，願意回答她的問題。雖然那位輔導員由於工作的關係，未能協助我們訓練JJ，但是我從她那裡學到，我們應該先成為孩子的玩伴，而非先執意改造他/她。於是日後我們盡量先陪孩子們一起玩，當孩子們玩得高興時候，我們就可諄諄教導。
至於TEACCH，JJ以前去的｢早期訓練中心｣就是使用這種模式。家長在家裡或許不能自行做評估並設計相關的課程；不過，視覺提示、日程表及流程圖等，都是非常好的工具，我們都經常運用。
所以，上述任何一種訓練都可以，關鍵是能夠把握孩子的心理，以及按著孩子的特質，有智慧地使用這些方法。孩子能接受的，能引導他們學習心的，就是好方法；如果令孩子失敗的經驗積累太多，他們不想學，那就要改變方法了。
Refer:
http://hk.myblog.yahoo.com/mama-tears
感覺統合(sensory integration)
所謂感覺統合(Sensory Integration)
是指一種神經過程(neurological process)。我們自出生就有許多的感覺，如視覺、聽覺、觸覺、肌肉關節的運動覺（用手拿東西送到嘴巴吃、手腳可以彎曲、伸直）及內耳前庭的平衡覺（如在旋轉、加減速度時能維持身體的平衡，不會摔跤）等。我們身體內外各個器官，時刻將接收的信息與生活環境接觸的情形，經由神經系統傳達到腦幹部；再由腦部將這些訊息加以組織、整理、判斷、將許多部份的感覺統合成為一個整體，然後給予各器官該怎麼做的命令，指揮身體做出適當的反應，因而形成認知和學習。
Refer:
http://zh.wikipedia.org/w/index.php?title=%E6%84%9F%E8%A6%BA%E7%B5%B1%E5%90%88&variant=zh-tw )
是指一種神經過程(neurological process)。我們自出生就有許多的感覺，如視覺、聽覺、觸覺、肌肉關節的運動覺（用手拿東西送到嘴巴吃、手腳可以彎曲、伸直）及內耳前庭的平衡覺（如在旋轉、加減速度時能維持身體的平衡，不會摔跤）等。我們身體內外各個器官，時刻將接收的信息與生活環境接觸的情形，經由神經系統傳達到腦幹部；再由腦部將這些訊息加以組織、整理、判斷、將許多部份的感覺統合成為一個整體，然後給予各器官該怎麼做的命令，指揮身體做出適當的反應，因而形成認知和學習。
Refer:
http://zh.wikipedia.org/w/index.php?title=%E6%84%9F%E8%A6%BA%E7%B5%B1%E5%90%88&variant=zh-tw )
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