What is autism
First, the
definition of autism:
The
definition of the World Health Organization: a developmental disorder
characterized by a severe impairment of the ability to communicate in its
"verbal and non-verbal" types, social interaction, limited activities
and interests, and found stereotyped and routine actions.
definition of
leukanr: a disturbance in both types of communication, social interaction, and
deficient activities with limited interests.
Secondly, its
reasons:
Heredity: its
prevalence among brothers in the same family is 3:5%. Also, the incidence rates
are higher among identical twins than in non-identical twins, and it is more
widespread in families where consanguineous marriage is widespread.
Health
reasons: the presence of bad health factors, whether during pregnancy, during
childbirth, or head injury after childbirth.
•
Environmental and social reasons: the child's exposure to radiation or
chemicals, or family disintegration, isolation.
Third:
Standards of Autism:
First scale:
The DSM 5
scale, which measures the presence or absence of autism, and this measure is
distinguished from its predecessor “DSM 4” in that it excluded “Rett syndrome”
from autistic disorder, and came with a new classification: (Autism spectrum
disorder – autism spectrum and includes “Asperger’s syndrome, and childhood
disintegrative disorder”). With this new classification, the treatment plan and
programs for each type vary due to the difference in some of the differences
between them, and clarification of this is as follows:
• Autism disorder in all its degrees, whether it is
severe, moderate, simple, or features, there is a delay in the development of
language to the age of three years, and when there is a colelia, it is
immediate, as for the care of the child, it may be non-existent.
• The autism spectrum of Aspergers, his language
development is normal, but it is stereotypical, lacking in context, and
characterized by pace, and he loses the sense of humor, and the colelia is
delayed, so he has a self-care.
• Autism spectrum disorder in childhood disintegrative
disorder shows lack of self-care, social withdrawal, lack of naming and speech.
It is clear
from the above that there are differences between autism spectrum disorder,
autism spectrum disorder represented by Asperger’s disorder, and childhood
disintegrative disorder, which requires the existence of treatment programs
that may agree in some points of agreement between them and other treatment
programs that differ according to the features in each of them.
The second
measure:
The CARS
scale, which is a test to measure the severity of the disorder, has two parts:
The first:
CARS-ST, which is an "early intervention" test (from 3 to 13 years
old).
The second:
CARS-HF, which is a test from (age 13 and above) “an age that requires language
fluency”.
The third
scale:
The Gilliam
scale, which measures the severity of the disorder from (3 years to 28 years
old), and it is flexible because it consists of four subscales: (communication,
interaction, upbringing, developmental skills).
Fourth -
Characteristics of autism disorder: -
Physical and
sensory aspect:
The autistic
child in terms of the physical aspect, there are no differences between him and
the normal child, but he may be exposed to problems during development, such as
a low rate of growth of the body or small head, but this problem does not
affect the development of the brain and does not affect his mental ability, and
shows inconsistency and synergy movement, and the presence of actions
Stereotypes such as “finger rubbing – fist of the hand as if grasping something
– swinging while walking – jumping.” Also, the autistic child suffers from
developmental disorders and the inability to respond to external stimuli,
although most of them do not suffer from sensory problems, and some of them
have excessive sensitivity to things, so There are many disturbances of the
senses receiving external stimuli, and their interpretation is as follows:
The concept
of auditory sensory disturbances: the hearing process does not stop at the ear
stage only, but rather how the external sound reaches the brain through the
auditory nerve connected to the inner ear, and we are used to that the auditory
stimulus reaches our minds in a correct manner and then the stimulus is
processed and then the reaction comes Natural, but what if the opposite
happens, and the external sound reaches the brain through the ear and the
auditory nerve conductors in a wrong or incomplete way. The natural thing is
that the reaction comes in proportion to this shortcoming or error, and this is
exactly what happens when autism may sense the auditory stimulus in an
incomplete way. Or in an exaggerated way, so we should not believe that the
autistic person obtains the same information through the sense of hearing as
the normal person obtains, - there is a woman with autism who has advanced in
their practical and scientific lives, and she (Temple Grand) says, “I am
surprised.” Over and over again from what people say they heard because it was
not the same thing I heard.” So what the average person hears is the right
thing. As for the autistic, the sound effect is connected to his brain wrongly,
and the interpretation of this is that the normal person When he sees and hears
the stimulus, both vision and hearing go to the brain at the same time for
processing. As for the autistic person, only one stimulus reaches his brain. If
the image enters first, it must be erased and erased for the sound to enter,
and if the sound enters first, it must be erased to enter the image. By
entering the two stimuli together to process them at the same time, and in the
case of paying attention to the auditory stimulus and receiving it alone, the
manifestations of auditory sensory disturbance spread to them, as the auditory
nerve conductors are excessive in receiving stimuli or are weak.
The concept
of visual sensory disturbances: As a result of an imbalance in the
neurotransmitters, the autistic person sees things in a partial perspective. It
seems to you the same thing that seems to autistic because he focuses on part
of the thing and sees it very clearly, but what is around this part he sees is
faded and blurred, and you see someone looking at the reflections of things in
the water, and others are hypersensitive to looking at some things, such as
some lights or Colors cover their eyes, and on the contrary, you see some of
them have weak optical conductors, he does not see things clearly, so you find
someone who puts things close to him, but his eyes, and others, it is difficult
for them to know the contrast between heights, and some of them have both types
of hyperactivity and weakness of sight.
The concept
of tactile sensory disorders: Most of the autistic people have poor processing
of touch, either you find some of them hate touch and others, on the contrary,
prefer violent physical play, according to the sensitivity of the nerve
conductors, whether they are excessive or weak. He tries to get close to them
for physical touching or cuddling, and some of them feel cold in the hot
weather and vice versa. As for those who have weakness in the nerve conductors
connected to their skin, they are those who do not feel pain, so you find them
injuring themselves or slapping their face, and others shaking their bodies for
long periods without feeling Exhaustion and fatigue, so all of this is
reflected in the autistic behavior by misbehaving in multiple situations.
The concept
of disturbances to the sense of smell: the autistic person has a clear
deficiency in the treatment of strong odors, and on the contrary, you see
others put everything that their hand reaches to their nose, due to the
imbalance of the nerves connecting from the nose to the brain, whether by
excessive sensitivity or weakness of the olfactory sense, so you find those who
hate approaching From a certain person or sitting next to him because he wears
a certain perfume, and even if there is no perfume, the autistic child may be
alienated from the smell of the mother or the father, even though their body
smell is not bad, and in contrast to those who have a weak sense of smell, you
find them approaching people to smell their scent, as They approach everything
in front of them and feel it with their noses, due to the weak arrival of
smells through the nerve conductors to the brain.
The concept of disturbance of the sense of
taste: This sense does not differ from the previous senses in that it is either
the intensity or weakness of the nerves connecting from the mouth to the brain.
Inedible things such as dirt or rubbish if the nerves connecting to the brain
are very weak.
The mental
aspect:
IQ level:
The mental
capacity of autistic children is divided into three sections:
The first
section (slow learning), which occupies the largest proportion of autistic
children by 70%.
The second
section (interlinear), which occupies 20% of the total number of autistic
children.
The third
section (genius), which occupies 10% of the total number of autistic children.
The first and
second sections include disorders in developmental skills, which are:
(Attention -
Focus - Perception - Memory - Speech)
The skill of
attention and concentration:
The autistic
child has a problem with the ability to pay attention and focus, which is the entrance
to communication between individuals through sensory stimuli, including
(selective visual attention deficit - selective auditory attention deficit),
and the autistic suffers from the inability to "move between
stimuli", which is inflexibility. Shifting attention from one stimulus to
another.
Perception
skill:
Most of the
autistic have a disorder of understanding, which makes it difficult for them to
learn through observation, which leads to the difficulty of forming the
concept, as it does not have the ability to link the emotional, emotional and
thinking side to produce the appropriate behavior for the stimulus in most
situations, and replace that with individual and repetitive stereotyped
situations, so his reactions come Always inappropriate for the stimulus, for
example (a child presents to him a favorite and likable type of fruit, the
child takes it from you forcefully and on his face features of anger and
revenge, although the stimulus is likable to him, he is unable to link the
appropriate mental concepts between emotion, emotion and exit behavior).
Remembering
skill:
Mostly there
are no problems with memory (short-term memory, long-term memory) when autism
stores and retrieves information according to its limited stereotyped purposes,
as for working memory, it is mostly weak because it needs the ability to pay
attention and focus selectively during the movement between stimuli, whether
they are Audio or visual.
Speech
"verbal expression":
Most of the
autistic children suffer by 50% of how to communicate through expressive
language, and the means of verbal expression comes in the form of limited
simple vocabulary or sentences, missing the context, and the pitch of the voice
is predominant, and this shows the weakness of the cognitive aspect of the
inability to communicate due to the weakness of developmental skills.
Fifthly - the
social and societal aspect:
Autistic
children do not have the ability to communicate with their peers around them
due to the inability to respond appropriately to various situations (such as
laughing, sadness, sympathy, and the desire to share toys). Frequent and may be
violent, such as banging his head against the wall, which makes others alienate
him, in addition to mood swings between sadness and laughter and between agitation
and extreme calm, and therefore he does not go out to the societal side and
interact with society as a whole, for his inability to communicate and the lack
of acceptance by most of society.
Therapeutic programs:
Therapeutic
programs share the idea of building and sequencing the cognitive aspect of a
child with autism, starting with himself and even the surrounding environment,
and getting to know the society as a whole according to a specific order, which
is (identifying the self and parts of the body, getting to know those around
him from the small family, identifying implicit groups, identifying the
environment, identifying on the society ) .
One of the most important treatment programs is
PECS " Picture Exchange
Communication System "
For a non-verbal autistic child .
ABA " Applied Behavior Analysis
" For a speaking child with autism .
Among the most important tools of the specialist
before starting the appropriate treatment program for a child with autism:
The specialist’s interest in observing and
creating a list of reinforcers, which is the main entrance to the treatment
plan, and the list of reinforcers includes three main columns: (a very likable
reinforcer - a pleasant reinforcer - an undesirable or undesirable stimulus).
Each item is divided into material and moral, and the specialist makes an
inventory And recording this with the help of the guardian and observation, and
the period of observation must be sufficient that it is not less than 20 days,
and the specialist’s interest in knowing the stages of the two sides (growth
and development) of the autistic child, and also the specialist must be
familiar enough with the techniques of behavior modification.
( PECS ) Picture
Exchange Communication System
preamble
The Pecs program is one of the programs that are
used for a child with autism mostly for non-speakers, and thus it is not a
comprehensive program, but rather a complementary and auxiliary program to
other treatment programs because its goal is to communicate through attention
and visual perception, and then the gradation of auditory attention in preparation
for the use of another program that includes the development of developmental
skills and from The most important are visual and auditory, down to
pronunciation, speech and language.
The stages of using the “Pix” program are “six”
and they are as follows:-
(supported physical exchange - increasing
spontaneity - distinguishing images - choosing the appropriate picture for the
sentence - question and response - generalization).
(Phase One) - Supported Physical Exchange:
First: The people and tools used for this stage:
• People (specialist, assistant specialist, and
autistic patient)
• The tools used at this stage are a very
likable, enhanced cover or image from the list of supports with the origin of
the reinforcer, for example (bringing a "banana and a picture of
it").
Second: Clarify how to work at this stage:
The specialist sits in front of the child and
between them the table with the image of the reinforcer “a picture of a biscuit
cover” and the specialist’s assistant stands behind the child, then the
specialist extends his hand in front of the child, so the specialist’s
assistant from behind the child holds the child’s hand and makes him hold the
image of the biscuit cover and put it in the specialist’s hand, then the
specialist The specialist cuts a small part of the booster and puts it in the
child's mouth.
This previous scene is repeated three times with
the child, then the role of the specialist’s assistant comes to gradually
withdraw the help until the child realizes that when he brings the image of the
reinforcer from the table and places it in the specialist’s hand, he will
receive a part of this reinforcer.
(second stage) - automatic increase -
First: The people and tools used for this stage:
• People (specialist, assistant specialist, and
autistic patient)
• The tools used at this stage (a very
attractive cover or image of the reinforcement from the list of supports with
the original of the reinforcer + the communication plate, which is a white
laminated sheet of size (A4) and on which a tape is attached
"sketches" along the length of the paper in order to install the
image of the reinforcer on it).
Second: Clarifying the method of work in this
stage (and this stage is carried out through three steps):
First - Training on using the communication
board:
The specialist sits in front of the child and
between them is the table with a communication board on which the image of the
child’s favorite reinforcer is installed. The specialist’s assistant stands
behind the child. The specialist extends his hand. The specialist’s assistant
holds the child’s hand and helps him remove the image of the reinforcer from
the communication board and put it in the specialist’s hand, immediately
afterwards. The specialist reinforces the child by giving a part of the
reinforcer with verbal reinforcement, then repeats this three times, and then
the specialist assistant gradually withdraws the help from behind the child,
until the child realizes that when he removes the image of the beloved
reinforcer from the communication board and places it in the specialist’s hand,
he will receive part of it .
Second - movement training:
After the child is able to remove the image of
his beloved reinforcer and place it in the specialist’s hand alone and without
the help of the specialist’s assistant, the specialist exercises the child to
move and walk by increasing the distance between him and the child, as if the
specialist stands from his seat in front of the child and stands on After 1
meter, he extends his hand for the child to remove the image of the reinforcer
and then walks until he reaches the specialist and places the image of the
reinforcer in the specialist's hand. Then, as usual, the specialist reinforces
the child physically and verbally, then the specialist increases the distance,
for example, to 2 meters until the duration of the child's movement increases
and repeats that Three or more times until the child realizes and gets used to
it.
Third - Increase movement and spontaneity
In this step, we will need the specialist's
assistant, because the child will see in front of him (three visual stimuli):
o A picture of his beloved reinforcer that is
installed on the communication board in front of him on the table while he is
sitting.
o The specialist extending his hand, which is a
sign that the child removes the image of the reinforcer and puts it in the
specialist's hand.
o The child sees his favorite reinforcer on
another table, a stand, or the like at a close distance from him.
(Implementation of this step has two possibilities)
The first: The specialist extends his hand while
he is at a distance from the child, let it be 2 meters, and the child is
expected to do what he is accustomed to, which is to bring a picture of the
reinforcer and put it in the specialist’s hand, so the specialist guides him to
his beloved reinforcer “the reinforcer placed on another table or holder in the
same room.” They walk together to the booster, and the specialist gives him a
small portion of it, as usual, so as not to satisfy the child’s desire.
Second: After the child has been directed to the
place of the reinforcer and knows his place “here we need the specialist’s
assistant” because when the child ignores communication with the specialist,
and the child goes directly to the reinforcer, the assistant prevents him and
helps him to do what he used to do with the specialist to get what I love, and
the role of the assistant continues until the child realizes that he will not
get the reinforcer he loves if he does not put the image of the reinforcer in
the specialist’s hand as he used to in advance, and when the child realizes
that, he will increase the movement and walk from his place until he reaches
the specialist and then walks until he reaches To his beloved booster to get
it.
(Note): When reinforcing a child, his desire for
reinforcement should not be satisfied in order to reach positive results,
taking into account the diversity of the child’s favorite reinforcers through
“changing the image of the reinforcer”, and making sure that the number of
attempts with the child is not less than nine times in each A step in which the
child is trained, and he does not move from implementing one stage to another
until after making sure that the child has passed the previous stage of
sufficient awareness to implement it.
(third stage) - distinguishing images -
First: The people and tools used for this stage:
• People (specialist and child)
• Tools (the communication board, and a group of
images of reinforcements that are very beloved by the child, with images that
are desirable to a moderate degree, with images that are not desirable for
him).
Second: Clarify how to work at this stage:
After the child gets used to how to use the
communication board by dealing with one image in the previous stages, the
specialist gradually increases the number of images used in this stage, as
follows:
The specialist installs two pictures, "a
picture of a child's favorite reinforcer with another picture that does not
represent his interest", and extends his hand. If the child chooses the
unwanted picture, he does not take it from him or reinforce it, but rather
takes the communication board and installs the unwanted picture of the child
again and retry with The child, but if the child realizes and gives him in his
hand a picture of the required reinforcer, the specialist reinforces it, then
repeats it three times to make sure that the child understands the goal of
reaching the reinforcer he loves, then the specialist gradually increases by
installing three pictures on the communication board (the first picture is a
very popular reinforcer The second is a required reinforcer, and the third is
an unwanted image) and the specialist talks to the child “with me and such” and
pronounces the name of the reinforcer, taking into account the presence of the
required reinforcer in the child’s visual surroundings. If the child is correct
in the choice, the specialist reinforces it, and if he makes a mistake, he
tries again, and after the child passes this The stage and makes the correct
choice of the image of the required reinforcer. The specialist adds a fourth
image on the communication board and so on until the number of pictures on the
communication board reaches “eight” from which the child chooses Required
enhancer image.
(Note): At this stage, the specialist changes
the location of the image to be brought, to be once in the first tape of the
communication board, once in the middle and another at the end of the tape
between the group of eight pictures, and training is done on this until the
child is aware of his correct choice.
(Fourth stage) - syntax -
First: The people and tools used for this stage:
• People (specialist and child)
• Tools (communication folder), which is a
folder attached to its cover from the outside with an adhesive tape
"Sketch" with the width of the folder. On the inside of the folder's
cover, an adhesive tape is installed and a picture of a written text is
attached to it, which is (I want), and what the folder contains is a There are
three communication boards on which a set of pictures are installed, some of
which are very beloved by the child, and some are favorite and some are
unwanted.
Second: Clarify how to work at this stage:
The specialist trains the child to use the
folder in light of the suspense and the child’s need for the reinforcer, as
follows:
The specialist opens the folder and removes the
phrase “I want” from inside the folder cover, then pastes it on the back of the
folder from the outside, then searches inside the folder through the
communication panels until he reaches the image of the reinforcer, which is
very popular with the child, and then the specialist removes the image and pastes
it on the back The volume from the outside is next to the phrase “I want”,
taking into account the pronunciation of the written phrase and the name of the
reinforcer, that is, the required reinforcer is in the visual surroundings of
the child, and he repeats this action until the child is able to remove the
phrase “I want” from inside the cover of the folder and put it outside the
folder and then Searching for the image of the reinforcer through the
communication panels inside the folder and pasting it next to the phrase that
was previously pasted on the back of the folder, and then the specialist says
“Oh, I want this” and mentions the name of the reinforcer and reinforces it
morally and materially immediately, then this is repeated three or more times
So that the child realizes this exercise, and then the specialist increases the
number of phrases fixed inside the cover of the folder by including sentences
(I want - I see - I smell - I hear) and the first sentence "I want"
was trained through Training the child to reach the goal, which is to get the
reinforcer that he loves, is training on other sentences.
(Note): If the child’s intelligence level is
average, the specialist does this as previously by “modeling” but if the
intelligence level is less than the average, the specialist helps the child
with his physical assistance with his pronunciation of the phrase “I want” if
the child is a speaking person, but if the child is He is not speaking, so it
is sufficient for the specialist to talk to him during the exercise on using
the communication folder.
(Fifth stage) responding to a question
This stage consists of three steps:
The first: a question directed to the child and
the child answers “yes or no” if he is speaking and if he is not speaking, the
answer is by gesture, for example (you want an apple) and the child likes a
word or a gesture, then he takes the picture out of the folder and gives it to
the specialist, then he gets part of what he wants.
The second: a question directed to the child,
“Do you want what?” The child brings the written phrase that is installed on
the cover of the inner folder, which is “I want,” and sticks it on the back of
the folder from the outside. Then he searches for a picture of the desired
reinforcer from inside the folder, removes it and installs it next to the
phrase, then removes them. Together, he presents it to the specialist, and then
the specialist strengthens him morally and materially.
The third: Training in personal care, the most
important of which is “entering the bathroom” through the use of the
communication folder, for example (the specialist, as for the child, brings the
phrase “I want” from inside the communication folder and pastes it on the cover
of the folder from the outside, then searches for the image of the bathroom in
front of the child and pastes it Next to the phrase, then he accompanies the
child to the bathroom, and repeats this every certain period of time, that is
every half hour in the first training, until the child realizes that when he
wants to go to the bathroom, he removes the phrase “I want” and pastes the
picture of the bathroom .
The second program
Applied
Behavior Analysis (ABA)
First: the theoretical framework of the program
Basics of working in the program:-
(Reinforcement -
assistance - lesson time - lesson location - specialist's voice - choice of
tools)
First: Reinforcement (reinforcement), which is
either "material" or "moral".
And the theory of the Pavlovian school of the
concept of reinforcement is: (request - response - immediate reward) and
reinforcement here is through
(List of
supports) This reinforcement has several degrees that are used with the child
during training, which are:
(Continuous support - fixed ratio support -
variable percentage support with moral support - verbal support).
Example: The specialist works to help the child
to produce the sound of a specific letter, and this requires that the number of
attempts be not less than nine times. When the child imitates the sound to come
out, the specialist reinforces it directly in the first three attempts, then
the specialist supports it financially every two times of the correct attempts.
The reinforcement of the first attempt is moral and the second is material, and
so on, then the physical reinforcement is withdrawn by the percentage of the
support being variable, that the physical reinforcement is after three or four
valid attempts, and thus the moral reinforcement is predominant in the
reinforcement over the material, then the reinforcement is after that verbal
only, and when noticing The specialist said that the child fails to respond, he
uses the physical reinforcer, and then returns to the verbal “meaningful”
Strengthening the DRO: It is taking into account
the child’s lack of satiation, when the child receives the reinforcer, the
specialist must make the reinforcement something difficult to obtain, in order
for the child to have value and extra attention, which leads to positive
results, so it is preferable that the reinforcement be different Between the
work team when the child is promoted and not be limited to only one reinforcer
from the list of supports in which everyone participates, and the specialist
instructs the family that the reinforcer is for sessions and is not recommended
to be used at home because the child is not satisfied.
Strengthening the DRA: It is the use of the
method of distraction from undesirable behavior, for example (a child who has a
deferred echolalia, and utters an undesirable word, we use an activity with him
such as using Babels or giving him gum, to occupy his mouth and distract him).
Second: Assistance: It is of two types (verbal
assistance and physical assistance).
And physical assistance is either (full physical
assistance, or partial physical assistance)
When using physical assistance in shaping
behavior, such as shaping a behavior to train the child on one of the tasks of
primary care, this formation is divided into several small tasks using the
sequencing method, which is either the sequence in completing the steps of the
task from front to back or sequence from back to front, for example: A
specialist is training the child in the skill of washing hands for the first
time, so the help this time will be full physical assistance, as follows:
Dividing the skill into several small tasks
(opening the tap, holding the soap, the process of rubbing the soap with hands,
putting the soap in its place, washing hands with water, closing the tap).
Third: The time of the sessions or the lesson:
The specialist must choose the time when the child is alert and active in order
to obtain positive results and avoid the times when the child is idle and lazy.
The session should not be immediately after lunch, or before lunch as well. The
specialist excludes an hour before lunch and an hour after, or that the child
takes medicine at certain times that makes him inactive. In other words,
studying the child’s life conditions in which he is alert and active to be the
time for the lesson.
Fourth: The place of the lesson: The place of
the lesson must be free of distractions, whether visual or auditory, where the
specialist can easily attract the child's attention, and help the child to
focus and quickly perceive.
Fifth: The specialist’s voice: the specialist
must make his tone of voice a means of understanding that the child can
recognize and understand. When the child accomplishes the task required of him,
the specialist’s voice expresses his happiness and pleasure in this work, and
when the child fails, the specialist’s tone of voice expresses dissatisfaction
And when the child exhibits undesirable behavior, the specialist’s voice deters
the child, and one of the methods of attracting attention is the “toned voice.”
The voice is also of high importance with the use of the method of sensory
integration with the child during the sessions.
Sixth: Choosing the tools: The tools used with
the child must be safe in the first place, and the tool should be appropriate
for the child's age. It is best when using the model at first that it be a
hologram, then a colored card, then black and white, and then the origin of the
model, such as an "apple".
Note: When introducing the child to everything
that surrounds him, the specialist must do so according to the cognitive
circles, which are:
• Introducing the child to the parts of his
body.
• Introducing the child to the family, then
family, and friends.
• Introducing the child to the implicit groups.
• Introducing the community and the surrounding
environment.
Second: the practical part
It is divided into three approaches:
(Initial Curriculum - Intermediate Curriculum - Advanced Curriculum)
First - (initial approach):
Its goal
is to develop the child's motor performance with the help of sensory
integration, then the stage of understanding the language "receptive
language", then training to produce sounds and syllables, then simple
expressive words.
The first: the development of motor performance
through imitation (imitation of major body movements - imitation using objects
- imitation of small movements) and the sentence used during imitation is (work
with me), then link to imitating the movement of the lips in preparation for
shaping the sound on this organ.
The second - understanding the language
"receptive language":
• Using commands and knowing the extent to which he understands
them (understanding a simple matter - understanding a complex matter).
Definition according to the use of the cognitive
circles approach (defining the parts of the body - introducing the family,
family, friends - defining the things he deals with and then defining implicit
groups, understanding sounds and linking them to their images, understanding
nouns, understanding verbs, understanding property, understanding
spatio-temporal conditions - definition With the surrounding environment and
society, preferably by taking him to different places while fulfilling the
needs of daily life).
Note: At this stage, which is the stage of
understanding the language, the "Pix" program can be used as an
auxiliary program in preparation for the expressive language.
The third: the stage of pronunciation
“expressive language”: (training in expression through gestures and then
pointing to things for the non-speaking autistic child, then training in
producing sound, then syllables, then simple words consisting of two syllables.
As for the speaking autistic child, he is trained to reach the request of his
personal desires, and Naming things, and understanding pronouns when
pronouncing them.
Second - (intermediate curriculum) whose
objective is:
(Development of attendance and attention
skills - imitation of movements associated with sound - imitation of simple drawings
- recognition of sounds and distinguishing between them - defining feelings and
emotions and then representing them - understanding and implementing two things
- recognizing the characteristics of things - training in classifying things -
understanding pronouns - helping to describe What is seen - Answering questions
“yes or no” - Recognizing objects by touch - Paging training - Training in
pointing to body parts through their adjectives and then pronouncing body parts
- Naming groups of things - Training in using negative with the help of the
shadow - Training on offer help and ask for help).
Third - (Advanced Curriculum):
Its goal is to develop several skills with the
group and not at the individual level. These skills are as follows:
(Increasing the ability to follow-up attendance
and attention - training in successive imitation using music - training in
executing a group of successive commands - knowing the aspects of contradiction
and similarity through pictures - using abstract language such as answering
“why” questions - using auditory closure - training to show The results of the
actions and their interpretation - training that after telling the story on
him, he extracts both the "main idea, the order of events, the precise
details, the conclusion, the prediction").
prepared
by : Abdel Halim Al Zoghbi Mohamed
Specialist
of speech and language disorders for children
00201212748143 - ara181147@gmail.com
Mahalet
zeiad - Samanoud - El-gharbya – Egypt
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