美国亚利桑那代写作业:自闭症学生

2017-09-03 21:05

所有自闭症学生，所有的学生，一般都对阳性强化有不同的反应。一个孩子可能经历的是积极的强化，另一个可能视为完全相反的。这个建议是，当给予积极的增援时，学生首先要被理解。例如，一个对身体接触过敏的孩子可能需要高五作为主要的积极增强。然而，一个对身体接触敏感的孩子可能会认为这是一种烦恼，因为他们的感受是其他孩子不同。天宝·葛兰汀（2008）表明，正强化是针对儿童的兴趣，如计算机的时间；然而，她建议笔记本而不是台式和笔记本电脑屏幕不到桌面屏幕比较闪烁。虽然你可以有积极的增援，如高五、言语识别如表扬、或活动，当钢筋是专门对学生个体更大的结果可以得到。一个例子是当我在当地的特殊学校，一个10岁的男孩教学。我已经在学校和这个学生建立了关系，所以当他的老师不在的时候，他在教室里很舒服。早晨他从家里的一个事件中心情沮丧地来到学校，虽然没有看到他的普通老师，但他的情绪没有好转。然而，通过建立对孩子的先验知识，我知道他对医生有强烈的热情。幸运的是，我带来了一本书，当我发现我有一天的成绩时，我会给他一个惊喜；我的私人医生弹出了一本书。在看到他的态度后，我用这本书作为他的积极补充，如果他能做一些工作10分钟，他可以读一点，然后15分钟，然后他可以阅读。事实证明，这不仅使他平静下来，这是他的兴趣所在，但他在课堂上也更有成效。这对其他学生的行为强化不起作用，但对这个孩子来说，这是符合他的兴趣和可以利用的。
美国亚利桑那代写作业:自闭症学生
All students with autism, all students in general, react to positive reinforcement differently. What one child may experience as positive reinforcement, another may see as the complete opposite. This suggestion is that when positive reinforcements are given, the student is first to be understood. For example, a child with hypersensitivity towards physical contact may take a high five to be a largely positive reinforcement. However, a child with hyposensitivity towards physical contact may see it as an annoyance as their feelings are different to the other child. Temple Grandin (2008) suggests that positive reinforcements be directed towards the child's interests, such as time on the computer; however, she suggests a laptop rather than a desk top as the laptop screens do not flicker in comparison to that of a desk top screen. Although you can have positive reinforcements such as a high five, verbal recognitions such as praising, or activities, when a reinforcement is specialised towards the individual student a greater outcome can be obtained.An example is when I was teaching a 10-year-old boy in a local special school. I had already developed a relationship with this student at the school so he was comfortable around me within the classroom when his teacher was away. He had come into the school in an upset mood in the morning from an incident at home and whilst not seeing his regular teacher his mood did not improve. However, through building up prior knowledge on the child I knew that he has a very strong passion for Doctor Who. Luckily for me I had brought a book that I was going to surprise him with after I found out I had his grade for the day; my personal Doctor Who pop-up book. After seeing his attitudes, I used this book as positive reinforcement for him, if he could do some work for 10 minutes, he can read for a bit, then 15 minutes then he can read. This proved to not only calm him down as it was his interest, but he also was more productive within the classroom. This would not work on other students for a behaviour reinforcement however with this individual child it is within his interests and can be utilised.

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