Social Welfare DepartmentClinical Psychological Service

Branch

Central Psychological Support Service

Staff Training for ICCC

Topic: Training Strategies (2)

ContentPromoting Cognitive Skills Application of Cognitive Theories

Piaget Vygotsky Information Processing

Promoting Language & Communication SkillsPromoting Social & Emotional Skills

Promoting Cognitive Skills

四歲八個月

兩歲九個月三歲八個月

Piaget Searched for a systematic pattern in the

production of children’s errors and worked towards logically, internally consistent explanation of children’s errors

Studied thought and language in preschoolers and early school-age children. Believed that intelligence arises progressively in the baby’s repetitive activities

Described how concepts of space, time, causes, and physical objects arise in development

Investigated the beginnings of fantasy and symbolism in infancy

“Stages” in theories of development

Piaget’s stages of development

Mechanism of change: adaptation (Assimilation + Accommodation)

Educational Implication

Provide preschoolers with problem-solving activities in classrooms. Puzzles, simple scientific experiments, quantifying and counting games, blocks & cooking etc.

Create elaborate dramatic play centers in classrooms and include realistic and nonrealistic props that allow children to play out real experiences in their lives.

Ask distancing questions—questions that encourage children to think about persons, objects, or events that are not immediately present.

Educational Implication

Provide sensory experiences include touch, examine, and experiment with concrete objects

Abstract learning experiences, such as rote-memory math or reading exercises or "sit still and listen" instruction, should be avoided.

Errors and misinterpretations of the world should be accepted.

Take great care in explaining phenomena to children through engage children in discussions. Opportunities to observe natural phenomena should be provided.

Educational Implication

Simple problems should be posed to help preschoolers think about more than one object, event, or person at a time.

Ask questions or make comments that induce children to think about more than one attribute at a time.

Provide activities that prompt children to reverse their activities.

Provide activities that allow them to act upon objects and observe results such as blowing balls through a maze, rolling toy cars down a ramp…

Educational Implication

Ask causal questions: "What happened when you? . . ." "What would happen if you? . . ." "What can you do to make . . . happen?"

Plan classroom experiences in which preschoolers take the perspectives of others such as guessing games that require children to give clues to help other players guess an object or person promote perspective-taking.

Provide dramatic play, in which children must assume the roles of others.

Educational Implication

Assist preschool children in reflecting on their own feelings and those of others particularly in real social problems

Help children think about intentions and motives in real-life conflicts

Provide activities that encourage children to remember objects or events.

Educational Implication (children with special needs) Provide simpler materials—basic pounding, noise-making, or causality activities—that are designed for much younger children.

Place simple play props ( 零碎物件 )—dolls, dishes, and toy telephones—near more complex thematic play materials in classrooms to engage children with cognitive impairment.

Moderately stimulating toys—those that are colorful, make noise, and are textured—can be provided to capture and hold the interest of children with mental retardation.

Novel ( 新奇 ) objects can be provided when this interest in more familiar materials wanes.

Vygotsky Social and cultural factors are important in the dev

elopment of intelligence Close link between the acquisition of language and

development of thinking. Language is a “tool” for thought and problem solving.

Gave prominence to the importance of social interaction in development as it influences language and thought

Does not deal with fixed stages of development but describes “leading activities” typical of certain age periods around which intellectual development is organised

Vygotsky’s Zone of Proximal DevelopmentRefers to the distance between

the child’s actual point of development and what the child can achieve with assistance.

Assistance occurs through Parents Teachers Capable peers Play

Educational ImplicationProvide assistance of learning

through Prompts Clues Modeling Explanation Leading questions Encouragement Joint participation Scaffolding

Information Processing

Attention

Information Processing Limited capacity of the mental system poses

restrictions in the flow and processing of information.

A control mechanism is required to oversee encoding, processing, storage and retrieval of info.

Two-way flow of information - use information from both gathering through the senses (bottom-up processing) & storing in memory (top-down processing) .

Human organism has been genetically prepared to process and organize information in specific ways.

e.g. infant is more likely to look at a human face than any other stimulus and the field of focus is 12 to 18 inches.

Educational Implication

Gain attention of children

Use cues to signal when you are ready to begin.

Highlight interesting feature or known pattern learnt before.

Make eye contact with each student and use voice inflections.

Bring to mind relevant prior learning.

Have a discussion about previously covered content.

Review previous day's lesson.

Educational Implication

Point out important information.

Write on the board.

Provide handouts

Present information in an organized manner

Show a logical sequence to concepts and skills.

Go from simple to complex when presenting new material.

Show students how to categorize

Present information in categories, sequence (chronological; cause/effect; building to climax) and with relevance to life experience

Educational Implication

Provide opportunities to elaborate on new info Connect new info to something already known. Look for similarities & differences among concepts Provide for repetition of learning. State important principles several times in different wa

ys Have items on lesson from previous one Schedule periodic reviews of previously learned concep

ts & skills Provide opportunity for overlearning of concepts & skills. Use daily drills for arithmetic facts.

Educational Implication

Use different memory tactics to facilitate recall imaging -- creating a mental picture;

method of loci --ideas or things to be remembered are connected to objects located in a familiar location;

pegword method (number, rhyming schemes)--ideas or things to be remembered are connected to specific words (e.g., one-bun, two-shoe, three-tree, etc.)

Rhyming (songs, phrases)--information to be remembered is arranged in a rhyme (e.g., 30 days have September, April, June, and November, etc.)

Initial letter--the first letter of each word in a list is used to make a sentence (the sillier, the better).

Promoting Language and Communication Skills

Naturalistic Teaching Naturalistic teaching is language

instruction that occurs in informal settings such as in the home or classroom.

This instruction takes place in daily routines and activities

Characteristics

1) topics of conversation are child initiated and follow the child’s interests.

2) continuation of the child-initiated activity and the topic of interest are the natural reinforcements for communication.

Milieu teaching (環境教學 ) a strategy in which adults such

as parents and teachers deliberately arrange the environment to encourage a child’s language and development

adult follows the child’s interest & teaches lang. by providing specific prompts, corrections, & reinforcements for the child’s responses..

Milieu teaching1) Attend to child’s choice of a toy or activity,

request a response from the child about the activity, provide a model to imitate, and give the child the toy or material of interest.

2) Constant Time Delay Use a time delay & look at he child

expectantly or questioningly for 5 seconds. The delay gives child time to respond

before adult provides a model of appropriate lang.

May repeat the model twice, each time waiting for the child to talk before giving child what he/she wants.

Milieu teaching

3) Incidental teaching: procedure requires that child

initiate a topic of conversation & adult converse about the topic.

Adult follows child’s lead & only stays with the topic as long as the child is attentive.

By talking in short, simple sentences and by repeating often, adults can stimulate the language development of the child during daily routines.

Naturalistic Teaching

Responsive Interaction ( 回應式互動 )

Corrective echoing ( 糾正式回饋 )

Expansion ( 延伸 )

Expatiation ( 詳述 )

Parallel Talk ( 平衡講話 )

Self-talk( 自述 )

Other Language Intervention

Behavioral Techniques for

Language Development

Classroom Interventions

Activity-Based Intervention

Peer-Mediated Intervention

Parents as Language Trainers

情緒社交技巧訓練

基本理念

教師在課室的角色家長的參與同輩輔導情緒社交訓練要素

學習階段 鞏固階段

守紀生活 知識傳授 重覆練習 示範

學習階段

鼓勵強化 同輩協助 提示回饋 課堂活動

鞏固階段

情緒意識故事及日常生活的談話 正面反映情緒假想遊戲及角色扮演情緒紀錄 情緒海報或情緒咭 的運用教導意識身體反應

表達感受

與訓練情緒意識的活動配合

各種藝術活動都能協助表達感受

多培養對繪畫，閱讀及音樂的興趣

照顧者在日常生活中的自然流露及示範

善用教材及校內的環境佈置

正面思維培養正視問題的習慣協助視問題為外在困難而非個人不足表現 教導正面內心對話 , 在內心重覆背誦句子 教導分辨善惡是非及養成有關的生活習慣 培養「日行一善」的意識 正視及了解說謊行為

身心鬆弛

意象訓練或肌肉鬆弛方法示範及講解處理問題的方法 以幽默方式提供對事物的不同看法故事時間選擇一些針對特別情境的故事 若有重大生活壓力事件發生，便須要約見家長了解更多有關情況，商討轉介兒童接受專業服務的需要

人際關係安排當領袖的機會 給予機會去解決友伴間的糾紛 安排及設計遊戲活動時，考慮兼收組兒童能否有相近的參加機會或競爭能力

建立自閉症狀兒童社交認知能力，化思考層次

遊戲技能

給與自由度，尊重自發性鼓勵投入活動，協助擴展內容 安排不同玩伴及物件 訂定簡單而清楚的遊戲規則 選擇同伴作為輔助者

問題解決

示範解決問題的步驟 生活情境的具體例子 循序漸進，按步就班 重覆練習及應用 激烈情緒的情境

產生同感

關懷和稱許，取代物質的獎勵鼓勵兒童彼此表達及接納對方感受 運用圖畫或故事解釋人在特定情境中反應 把握日常生活的機會回應別人的情緒反應選擇適當讀物或影帶，培養良好閱讀及投入角色習慣

自我瞭解

身體認知 對外表，行為及態度作適當正面回應 協助認識及評估現有的能力 訂合適的期望及行為規範 培養自主能力 尊重私有權

自我激勵

培養不同活動嗜好 讓兒童為自己定目標，減少與人比較培養生活自理的習慣

自我肯定

認同兒童是自己的好主人 日常生活例子說明自我肯定的具體行為 教導保護自己身體的隱私處 協助分辨碰觸的感覺 訓練拒絕別人及處理衝突的技巧

自我控制

接納及了解兒童的限制

足夠的自由時間

照顧者將自己的行為控制思考過程說出來，讓兒童能將說話內化

堅持及實事求事的態度設限