Don’t Escape: A Guide to Parents of Autistic Children

Parents are the core of intervention, and parents’ psychological problems are the norm.

1. Get rid of escape psychology. Take the real cases I came into contact with as an example. Generally, parents who encounter children with congenital diseases for the first time have more or less some escape psychology, of which the father of the child has the tendency to escape. Under the environment of intergenerational upbringing, Escape is even more. For parents, The sooner you get rid of escape, The more conducive to the results of the intervention. 2. Gradually adjust emotions in the attempt. A large number of parents have problems with their children. In the early stage, there is more or less a certain degree of anxiety, This is more focused on mothers, Fathers are less. I don’t agree with parents’ [need to adjust their mentality], If there is no feasible plan, Chicken soup is useless. Because of parents’ psychological problems, Basically, it comes from children’s problems, Of the parents I’ve met, You can adjust your mind by yourself and then start to intervene efficiently. Not really. Normally, This is how things went: Parents are anxious, Focus on intervention, The child’s condition improved, Anxiety is reduced, Intervention efficiency improved, The situation of the children has further improved, Anxiety basically disappeared, Reestablish children’s teaching goals. Keep [learning] state, learn to know everything about your children, For example, children’s specific abilities in nine aspects of sensory perception, hand-eye coordination, cognition, language understanding, language expression, sensory integration, fine movement, social ability and self-care ability, as well as the gap with children of the same age. In combination with the goals that need to be improved, Make a relatively simple scale, As far as possible, it is better to know fairly well. Learn relevant intervention knowledge, If you have already participated in special education courses, It is recommended to listen to each class and record it. Ask the teacher more when you are free: What you can do at home, how you can do it, Teachers are also generally happy to help active parents. Learn to predict their children’s [next step], Familiar with children’s abilities and signs of certain events, The efficiency of intervention can be greatly improved. Learn how to better [guide] and [generalize], In other words, Guide children to apply the knowledge and skills they have mastered to communication and social intercourse. Because, No matter how good the teacher is, All have very little time to participate, And even if parents only have 20% of the ability of teachers, Within the 7 X 24 hour time frame, Can play a stronger positive role for children. So, Of the children I come into contact with, According to different abilities, parents themselves are half [experts] and very active learners who have achieved good intervention effects such as the possibility of attending primary school, having certain social and self-care abilities. Learning can help parents to do better and better, and children’s path will go more smoothly. Parents need to pay attention to what in their daily life? No more chicken soup, Let’s just talk about the plan that can be implemented. The following five items, It is suitable for all families with special children. 1. Extend as much outdoor activities as possible. Natural sensory stimuli are very beneficial to brain development. The so-called sensory stimulation is the different experience of the five senses, It is not as good as different food environment, weather experience, smell, etc. 2. Try to squat down to maintain the visual level when communicating with children, which is more conducive to grasping the moment of attention to communicate. At the same time, please try to keep only one voice source. That is, if you are talking to your child, Then please shut up all the families around you. Because, Children with autism or growth retardation are very weak in anti-interference ability, It is difficult for them to select the information to be executed from multiple sound sources. 3. The longer you hug as little as possible, The stronger the comfort zone established by the child is, the more unfavorable it is to the development of social interaction, and at the same time it also hinders the sensory stimulation of the outside world. Especially under the outdoor natural environment, hold as little as possible within the safe range. If it is a soothing hug, you can hold it half squatting to keep a part of the child’s body in contact with the ground. At home it doesn’t have to be so strict, Not without hugging, Less is enough, If you can squat, you’d better squat. Attention, If you want to change the frequency of the embrace, Please also step by step. 4. Try to eat less fluid food and chew is the basis of pronunciation. Pronunciation is a part of language. They are all the combined operation modes of oral organs, which is only a simple one and a difficult one. 5. The language is as short and accurate as possible. For example, [the baby is coming to the mother soon] is not as good as [come (add a gesture of waving)]. The shorter and more accurate the language, the higher the probability that the child will understand and get a response. And the moment of response, It is the time to open the communication window. Please make sure that your child can understand a certain difficult language. Then gradually increase the richness and length of the language. 6. It is generally more difficult to try not to attend early education classes than kindergartens in the same period. However, the ability of special children is generally lower than that of ordinary children. Their goal should be [keeping up with kindergarten difficulty] as far as possible. To make an inappropriate analogy, This is equivalent to letting a primary school student attend high school classes. Two Suggestions on Choosing Institutions 1. Don’t choose institutions that can’t attend lectures or see the classroom teaching process. There may be many institutions that prevent parents from attending the classroom for reasons such as [interference]. But in fact, If parents can control their eyes and body movements in the classroom, As if pretending to be a Woodenhead, In fact, the impact on teaching is very small. At the same time, The vast majority of children can also understand, It is the environment, not the people, that changes the rules. It is the teacher’s duty to teach children attentively. Without supervision, It is difficult to guarantee that teachers do their best, If nobody cares about me, I will relax and be lazy in class. The only thing that can ensure the quality is the system. You can’t rely on self-awareness. This excuse is a sign that the organization is not confident. 2. Any organization claims to be effective without seeing the children. Doubt about their professionalism Not all children can be improved through intervention, There are children who have no choice. Children who have not made any progress in teaching for three to five months abound. Children in this situation have nothing to do with who will teach or how to teach, because there is such a situation. Remember, the success stories cited by any organization or teacher have nothing to do with your children. I can say that many children I have taught have great improvement effect, but I really don’t know what your children will teach.