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ReName: Chapter VIII of the communication disorders of children belongs _ Introduction to Special Education Course: Introduction to Special Education :
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For your ing properly, please try not to use third-party software s, such as: Thunder, Express . more res under the same courses the first chapter an overof special education special education _ Suihua electronic teaching Introduction to Inclusive Education Chapter _ Introduction to Special Education Chapter Suihua electronic teaching special education special education laws and policies _ Suihua electronic teaching Introduction to Chapter IV _ IEP Special Education Introduction Chapter Suihua electronic teaching children with mental retardation Introduction to Special Education Suihua _ Chapter VI of electronic teaching special education in hearing impaired children _ Introduction to Chapter VII of Suihua electronic teaching special education children with visual impairment _ Introduction Chapter Suihua electronic teaching children emotional and behavioral disorders _ Introduction to Special Education Chapter Suihua electronic teaching learning _ Children with special educational electronic teaching Introduction to Suihua
Current position: Special Chil Au performance of interpersonal communication barriersExchanges must be mutual communication between people can be achieved. Functionally speaking, communication skills, express themselves and understand others into. Divided from the way in terms of language and


nonverbal communication. Children with autism in the use of any form (language or languages) to express themselves or understand others when there are obvious obstacles.Do not use the language of communicationLanguage development of children with autism disorders is one of the most obvious features. Can be said that almost all autistic children in language development than children with the same age are abundantly clear. Some of their language barrier is very light (nothing seems able to say.) Some people are very serious (what will not say), there are differences in individual-oriented, but the point is not the common language as a communication tool will be. People often encounter such cases: A child not the mother language of all children worry about how to even say a simple sentence, one can say simple sentences mother of the child always been repeated parrot confused frustrated. A complete account of a story that the child's mother was in tears telling her embarrassment and pain, because the child always "is not to say that, not to say irresponsible remarks, did not say when to say, not to say when kept saying. "Has a special form of the language barrierWith aphasia due to hearing impairment and deaf children and injury due to vocal organs of children with speech disorder is different from hearing children with autism is neither the problem nor the problem of vocal organs. Their language / speech disorder is a Gang as they do not understand the function of language (that is why to speak), the use of language can not establish with the outside world, or do not communicate with the outside world and exchange motives. This is why fluent recite Tang poetry was a small child to the same answer such as "What is your name" This simple question. Characteristics of their language and barriers mainly in:
In the other stage of infant babbling, they lack a conscious imitation of the language. Sometimes very strong unconscious imitation. Or even only imitating the language, known as the "parrot-style" or "echo-style language." (Example: ask "What's your name?" - A "name").
the language of a mechanical action, such as himself (some can be what people hear that, some simply can not find what is said), that has nothing to do with the scene at the time, then repeating the same problem.
personal pronouns (I, you, he, etc.) be confused for a long time (some for life) not clear. (Example: ask "Do you like chocolate?" - A "Do you like to eat").
very passive language. Repeated often in adults under supervision (or when intered) was to speak; even if there is a simple language, do not take the initiative to express themselves by way of speaking (for example: pulling other people he wanted to get an East two).
only concerned with their own topics of interest. This high-function autism patients was particularly prominent. They can be a (possibly very long) time is only interested in a topic (for example: someone is sick at home, aircraft schedules, telephone directories. Vehicle license. And so on), whatever the occasion, I met What people will say this persistent issue, and do not care whether others are interested.Do not use non-verbal ways to communicateLanguage is communication and interpersonal means of communication, in addition to children with autism do not use the language / speech to communicate in addition, the use of non-verbal communication tools are also significant obstacles. Common non-verbal communication tool face, eyes, gestures, body movements, autistic children's ability in these areas are weak.
the face of children with autism face relatively inflexible, poor ability to express emotions.
the ability of poor eye , speak without looking at each other's eyes, and always avoid eye .
children with autism rarely used gestures to express their own wishes, even the "mean look" kind of action is sometimes used to go through repeated training to communicate (for example: When asked "Which one you want," when East fingers look like two.)
In the body movements, almost all children with autism are not automatically learn to nod and shake his head in a timely manner, the expression of more complex body posture is even more difficult idle.
Noted that children with autism in the non-verbal communication barriers are also very important. Because many parents have easily understood as "my child is mainly not speak, as long as you can teach him to speak to the." The neglect of the child non-verbal communication skills of observation and promotion. For many children, autism, learning the way of non-verbal communication is easier than to learn to speak, so let the children express themselves in that language before the non-verbal (eg gestures, body movements, etc.) can give children the way of expression opportunities.
Edit: Edit the cradle roll Nets articles stereotyped patterns of behavior and fixed-action procedureAuxiliary techniques


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