 The incidental teaching Provides structured learning opportunities in the natural environment using the child's Interests and the Reasons Therefore natural. The incidental teaching Has Been Developed to INCREASE language and social responses to maximize the power of reinforcement and encouraging the Generalization. As with more traditional direct instruction by the teacher, the purpose is to Implement incidental teaching in curriculum and teaching Objectives for a student with autism or related disorders. However, incidental teaching is unique in focusing direct teaching to the child, in other words, Following The Child's Interests and Activities That Occur naturally every day. This is Especially useful for children with autism who have difficulty to TEND Initially Often in Maintaining interest in the Activities Offered by the therapist or parent.
The Majority of parents and therapists are used to teach children many different skills in the natural environment During the day. For example, parents points to pictures in a book and ask the child to label the figures. Teachers ask children to choose or Respond to class . These are all opportunities to teach. The incidental teaching includes the fact That there is an initiative of the child and plans for "teachable moments" that are initiated by the child. Virtually Any Situation During The Day Can Be Transformed into a "teaching moment ". The daily routines can be used to teach That includes: meals, dressing, the playing time, car trips, watching TV or listening to music, or academic and functional tasks.
How it works?
Planned as incidental teaching is, the Objectives of teaching must be identified. These will help the teacher or therapist to Determine the key moments of Activities and insegnamneto focus on. Once You Have Determined These types of opportunities, there are four levels of aid as a teacher or therapist can use:
Level 1: This support includes the establishment of a delay of 30 seconds When a child shows interest in a specific object or activity. This delay is designed to Encourage a verbal request for the object or activity.
Level 2: After 30 seconds, if the child has verbally requested are the object, you can help with the appropriate verbalization (eg. "What do you want?").
Level 3: If the child does not Respond to the help of level 2, provided to more specific help while showing the desired object (for example. "What is this?").
Level 4: At this level, the strongest, the child is helped to imitate the correct response as modeled by the therapist (eg. "Machine").
It 'important to use The Weaker level can help to Encourage response. Moreover, oz the child has responded Appropriately, it is important to confirm the child's response to the request Reacting, praising or expanding the sentence (this is a natural Consequence or reinforcement) . They Should Also Be Collected date, as appropriate, to ascertain the current levels, the ongoing progress and Necessary adjustments. Once You Have Reached the initial levels of responses, you can use the hierarchy of the aid to get more elaborate responses (eg. "Red Car").
Recommendations for use
- Take time for yourself and your child. It 'hard to pay attention to your child of the INITIATIVES if you are in a hurry.
- The best time to use incidental teaching to Develop the child's language and social skills is When The child wants something like a food, or a game or activity, attention or help. In this case it is important to give the child what she Asks. If You are encouraging the use of language and he Asks for a ball, it is important to Strengthen the language naturally giving The requested object (eg. the ball). You want to teach your child using communication skills That Can Get What They want.
- The development is a very important part of incidental teaching. Help the child to give an answer prepared. This Means to more long and is part of the learning process.
- The incidental teaching realtive Should Be short and fun. If The Situation Becomes long and boring or unpleasant, stop-and ridirigetevi to another activity.
- Plan Ahead. Althoug natural, incidental teaching is not instantaneous. Sometimes it is hard to think of how to exploit a situation When We're Already Inside. Take time to plan the times of the day you can spend an incidental teaching. For example, you have to go to the grocery store? Think about how you can teach language and concepts During this time (eg. identification of colors, object identification, selection, social greetings).
- Start with small goals and small moments. "Teachable moments 3-4 Today I Establish and use it." As soon as you get used to it, ask yourself a higher score. If used regularly, incidental teaching Becomes more natural, even if the Should continuous schedule to Ensure That You Achieve the goals of teaching.
- Encourage and teach others to use incidental teaching: for example, other people who help your child, other family members and older children.
Example
When Mrs. Smith Opened the closet of games, Mark tried to take a toy car from the cabinet. Mrs. Smith put His hand on Mark and That Of Waited, looking at Mark. Mark did not answer. Then Mrs. Smith asked, "What do you want?" Said Mark "Machine." Mrs. Rossi said, "Right, coffee" and allowed Mark to take the toy car and take in the game. Then Mrs. Smith joined Mark and said, "You have a red car? What color is it?" And Mark said "Red. "Mrs. Rossi said, "Very well, it's red. What color is the car of Julia?" Mark said, "Yellow." Mrs. Rossi said, "Yes, yellow. You can run your cars and Julia on the carpet." Could Stop The teaching here or Mrs. Smith continued to work with Mark Could on color or social interaction, though he Expressed interest in playing with Julia.
Benefits incidental teaching
- It 'a direct approach to the child and the reinforcement naturally Makes it Meaningful and fun
- The teaching in the Natural Environment Promotes the Generalization
- It can be inserted in the daily Activities
- Provides That Reflect on the actual daily operation essential to Make Decisions Based on the date.
From Making a Difference: Teaching incidental, procedures to teach without Discrete Trial
The discrete trial instruction is so widespread in the treatment of autism Being Considered by many to be synonymous with behavioral intervention. However, the applied behavior analysis is not defined by a single intervention procedures. Althoug the discrete trial teaching has-been very effective in building the Capacities of language and other skills in young people with autism, is just one of Several procedures based on research can be used to Promote That verbal or other, and has some limitations. In fact, the structured environment for teaching Usually In Which instruction is used discrete trials, not may be the right environment to Promote Generalization of skills across situations. Children can have better performance in the therapy room in Rather Than other places, and Their answers depend on the May aid provided by adults. Perhaps this is Because, in a traditional discrete trial teaching, Gives to the adult or statements Asking a question, then the child meets or does not Respond, receive or not receive an award and expect adults face another trial That (trial). The wait is part of the chain of response That is rewarded Repeatedly, Thus decreasing the Possibility That young people start social exchanges. The Researchers, However, other behavioral procedures have Identified That Promote Generalization and spontaneous use of emerging skills Such as time delay procedures, modeling videos, conversation and written down with the aid with writing, and incidental teaching. This chapter deals with this last argument.
The incidental teaching was part of the behavioral analysis tools for more than thirty years. Hart and Risley (1968) found That a group of traditional education of language Could not Promote the use in children under school age, the combination of color-word (for example, banana yellow or red ball) during free play, but if access to food or games allowed Were When The kids said the color, the spontaneous use of color in relation to the names Became more frequent. Perhaps Most significant, the spontaneous use of Also Favored in color with new combinations Generalization of color-names, and this was maintained even use When It Was No Longer receive food or games. Researchers Concluded That The contingent access to food or games was more effective than a prize to the praise That teachers Gave During the traditional education and then to the Natural Consequences Promoted Generalization of new skills.
Definition of incidental teaching
In 1982, Hart and Risley wrote "The incidental teaching is used to Obtain an expressive language Developed, waiting for the other person start the conversation on a topic and then responding in ways That by That person require more language." The different levels include incidental teaching 1) prepare an environment That contains materials of interest for the child, 2) wait until the kids start an interaction of an object of interest, 3) Request More Developed language, or Approximations to speech, and 4) Provide the object for Which the child has started the interaction.
INITIATIVES The current of the Children Reflect Their linguistic repertoires. Children Who Have Acquired a language production can begin interacting with phrases for things or Activities ("play drive"), labels ("boxes"), or Approximations of words (for example, Saying "coa" Which stands for "yet"). However, even non-verbal children can initiate an interaction Trying to reach something, or pointing or gesturing Towards the Activities or objects of interest and are Therefore Candidates for incidental teaching. A small child who has not yet learned the skills of verbal imitation Trying to catch a game, the adult model a sound That has Already Been Heard to tell the child tries to speak When He, the child vocalizes and the adult Gives the game. When a child of two years Trying to get a bottle of fruit juice, her father holding her hand Briefly, Provides a model report ("oo juice"), after Which the child Imitates "oo" Confirms That the parent's response is correct by repeating "oo juice" and Gives HIM then the bottle of juice. A preschool child who has learned to imitate words Indicates a biscuit, and the parent requests "cookie", the word the child and the parent Imitates Gives HIM what he wants.
At first, the use incidental teaching for children with autism Seemed Their limited by severe deficits in language and social skills, but in 1983, McGee et al Demonstrated the efficacy of a modified incidental teaching procedures of teaching young people with autism Two to receptively identify objects used in the preparation of the daily lunch for the school. The very limited expressive Participants HAD language skills and then request for something Developed adults consisted of requests for specific things (eg. "Give me the olives.") receptive language skills of The New Were the Participants then generalized to another room in Their house and at a different time of day.
In a comparison of incidental teaching and discrete trial teaching with, children with autism spontaneous use of prepositions Showed Greater taught through incidental teaching That through education with discrete trial and incidental teaching Promoted Greater Generalization of the class to an environment of free play. These studies have Demonstrated the effectiveness of teaching in the construction of new cross-language skills for children with autism.
What is different from teaching, incidental teaching with discrete trial
There Are Differences Between the Several procedural instruction with discrete trial and incidental teaching. Education with discrete trial, the therapist or parent starts teaching by giving Asking a question or for direct (eg. "What is this?" Or "Indicates the ball") . The incidental teaching begins with the initiative of the child who wants something, an object, activity or topic of conversation at That Time That Is preferred. The instruction with discrete trial takes place in a structured Usually environment In Which the furniture and materials are Carefully arranged to Promote attention, while the incidental teaching takes place in the natural environment of the child (for example in the kitchen, breakfast room, or in the garden in the machine). The teaching materials used in the sessions and the awards are selected by the discrete trial therapist and can not be connected with the activity of teaching (for example, the Child May Be Given to Correctly labeled h after cookie figures or machines). Incidental teaching, the materials are selected by the child and the Prizes Are The Same Materials for Which he has initiated the interaction (for example, the child wants to go out and try to open the door and only responds to the request after That to say "Open, please," the parent opens the door and allows HIM to go out and play).
We Are Not Suggesting That We abandon the teaching with a discrete trials, incidental teaching. Has not Been Given sufficient attention to the fact That These different types of Approaches teach verbal behavior (verbal behavior). The instruction with discrete trial teaching to label (eg . To answer questions like "What is this?"), While the incidental teaching is directed to the teaching of Usually requests (for eg., "Help me" or "Turn on the TV"). Research shows That Both are effective for expressive and receptive language teaching skills to children with autism, and Both are important components of a language curriculum.
How to prepare an incidental teaching
Althoug incidental teaching begins with the initiative of a child, made in preparation ahead of time can Promote the use of new language skills. Preparation for incidental teaching includes the identification of specific language goals, and Activities That Are Providing materials of interest for the Preparing or child and manipulating materials or objects to attract the attention of the child.
Identify the goals of teaching
When Selecting skills to teach, it is important to take into account the current linguistic repertoire of the child. The incidental teaching Should help the child to face the next steps, but That Should not require skills currently are outside the ITS brooms. Using incidental teaching, We have helped children acquire receptive object labels, labels for Approximations of expression (ie, initial sounds, or phonemes), nouns, adjectives (eg color, size, shape, quantity), prepositions, Pronouns, phrases, correct articulation, the Increased Volume of voice and prosody, Asking questions (eg "Where's my ability to request assistance ____?"), (for example," Help me to open this "), answers to yes / no questions, reading and viewing.
Teaching is more effective and more rapid progress of children if the parents or therapists or select only one at a time A Few Skills, Rather Than Trying to teach multiple responses. For example, a therapist Initially May Be Aimed at the Pronouns "I" and "you" and to leave education for the use of other Pronouns only after the child has mastered the first two.
Children do not need prerequisites to qualify for incidental teaching. The procedure is very effective in structuring new skills even before children learn to imitate or follow the verbal patterns of the adult. A child who starts pushing an adult to the fridge, the guiding hand of the parent to the desired object, or Trying to reach the toy, show many opportunities for incidental teaching. An initial goals May Be receptive label ("Indicates the fridge"), or so said the head ("You ___?").
Preparing the Environment
The opportunity to carry on incidental teaching can be maximized by Carefully Preparing and planning the places where the baby is moving Normally. Put her favorite foods, toys, books, videos or games on high shelves, or in clear containers or in places where They Are visible but not accessible.
Encourage initiative
The INITIATIVES of the Children Reflect Their current language skills. Children with autism who have not yet Acquired an expressive language May take the initiative by pointing to or looking to acquire a target, Trying to open doors or containers, or taking an adult's hand and leading him / her to the object of His interest. Children with limited verbal skills May take the initiative or vocalising Saying a word loosely (eg., Saying, "ae" for milk), and Those Who Acquired have to take the more expressive language May Labeling Initiative ("Milk") or by using short phrases ("I want milk") or Longer sentences ("I want to drink milk").
Many children with autism take the initiative without Any special training or preparation environment, but you can teach much more by Providing That Can Affect materials presenting the child and Them in a Way That stimulates the initiative. For example, a father can give to His Child little 'Of His favorite food or A Few pieces of buildings, but controlled access to the main container by Placing the food in boxes or games clear That the child can not open, Thus Providing the' opportunity to take the initiative. If a mother playing with computer gaming preferred by the child, h May Try to Take the Lead Going Into the arms of mom or Trying to catch the mouse. Many children enjoy playing in repetitive Activities Such as building towers with blocks and Watch Them Fall, or roll the ball for a straight. After the towers fell and the ball at the end of the CAME scale, the child can take the initiative in Trying New Items That You Need to repeat the game. The parent can Increase the initiative of the parties or stop by hiding working a game. A child who can complete puzzles Independently take the initiative in Asking for a piece That Is not visible. If a child enjoys listening to music with a CD, the parent can remove the battery to support the request for help. After That That the parent identifies the child likes Activities but never ask (for example, make popcorn or ice skating) and Provides photographs of These activities, the child who has learned the Correspondence Between the object and the picture even if the Activities May require materials are absent , Indicating or adult carrying the pictures, toys or food or Asking the Asia-Pacific. While playing a song on the piano while blowing soap bubbles or with the child, a parent can stop Occasionally Provide an opportunity and for the child to take the initiative and continuous Trying to reach the business or the keypad saying "again".
Parents who are very busy with the house and the care of children TEND to help with basic Activities before the Children Themselves ask for help. A parent, for example, can tie the shoes of the child to hurry up and let it go and play or exit, However, for a child with autism, to help HIM take the initiative to tie your shoes can be an opportunity to teach the functional language. The parent can Encourage initiative by holding a child, glancing at HIM, unlaced shoes and then looking at significant air. If the child tries to take the hand of the parent, the parent Should ask, "What do you want?" and fasten the shoes of the child only after it said something like "Shoes" or "Allacciami shoes." Even the moments of the meals Provide good opportunities for incidental teaching, putting french fries close to the child, but not enough That he can take the child Probably will attract attention. If the parent is waiting, the child can take the initiative, saying " potatoes "and the parent will have the opportunity to teach HIM to ask for things in a more elaborate (" Give me the fries? ").
We have eight Suggested Ways In Which an adult can Increase the initiative of the child: - control access to the materials;
- Play Games That Are of Particular Interest;
- prepare for situations of repetitive play;
- That materials are needed to retain continuous operations;
- Activities favorite show of photos;
- Activities you like to start, then stop;
- look at the materials, then watch the child with an air of expectation;
- put the material near the child but not Within His Reach. This list can be and we Encourage Increased therapists and professionals to do it.
HOW DO INCIDENTAL TEACHING
It 's always exciting When new skills, and adults are happy Especially When a child with autism show in spontaneous speech. Use the following procedures can help children Achieve this goal.
Wait Initiative
Mentioned as discussed earlier, incidental teaching takes place only takes the initiative When The child to request items or Activities. Adults can prepare the environment and materials in ways That Encourage initiative, can Promote the initiative by looking at the child with a smile and raised eyebrows ( the so-called "waiting eyes"), but They have to wait for a 'initiative of the child. Use verbal cues (eg. Asking "What do you want?") Becomes a test of the activity in fair trials.
Request for elaborated language
After the child takes the initiative, the demand for a more elaborate adult Should give the child a chance to show That language ability was Identified as the goals of education. For example, if a child is learning to imitate phonemes tries to reach a ball, the teacher puts the ball out of reach of children, the initial models consonant "b" and Gives the ball to the child only after the child has imitated the sound. Subsequently, the sound can be combined to approximate labels (eg. "Say ' the-tte '"), the labels can be Brought to the sentences (eg." Tell' Milk, please '"), and periods or phrases can be Brought to the questions (eg." Say' You give me something to drink If a child has ?'"). Already Requested the adult can Promote a different verbal ability, Such as the use of Possessive Pronouns (eg. "Whom Should I tie your shoes?").
Requests for aid are processed. Some processing requests Such as "What do you want?" Or "Is there something wrong?" Are fairly general and do not set the correct answers. If the child responds incorrectly or does not Respond, then the adult May Provide a more specific request (help), as "Just say 'I want big crackers'" or "Say, 'Where are the colors?'". These are examples of procedures to help from lowest to Highest, Which Can Easily produces more errors than to help from major to minor, but it's Easier than giving the child does not need help. In a sequence of support from major to minor, the adult begins with a comprehensive help or model Exactly what the child needs to do or say (for example, manually guides the child to the object or activity requested are indicated, and to say what he wants), and only in moments of incidental Subsequent These teaching aids are specific Replaced by more general claims processing. The decision about Which type of procedures use to help, if "from lowest to Highest" or "from major to minor," Depending on the level of child's language and Its Performance. Provide the object for Which the child has taken the initiative
After an adult has required processing (eg., "What do you want?"), A child may (a) give the desired response, (b) give an incorrect answer or incomplete, and (c) Does Not Respond. If in Gives child the correct processing, the adult Confirming That is right and Immediately Gives the object of interest (eg. "Oh, you want milk. Here it is."). If the child answers incorrectly, the adult models the correct response (eg . "Say," Milk, please ") and Gives the object as soon as the child model Imitates the report. The incidental teaching takes place only if the adult Which Provides the object for the child has taken the initiative. If a child tells a sweet, responds to the request processing, and Given is a cookie, then there was incidental teaching. In table 6.1 you can find some examples of incidental teaching programs.
Documentation
The most important documentation on the effects of incidental teaching is not about what the child During times of incidental teaching, but if the child uses the language skills you are Trying to reach spontaneously in the relavant contexts, and in situations where there 'was teaching. After a parent has used incidental teaching to teach the child to say "the" for "milk", for example, it is important to observe Whether the child uses His new skills When The parent did not prepare the environment, and when to the Child Sees the milk in new situations, for example in a restaurant or grandmother. We recently taught at different prepositions boys, Between 6 and 11 years, putting Their favorite snacks in connection with transparent plastic containers and using processing requests Such as "Where is the snack? Tell 'The Twinkie is above the box.'" Then we have Phased out the request for processing a sequence of help from Highest to lowest. When our records Showed That A Child Correctly responded to the general requirements for the processing ("Where is the candy bar?") In a specially prepared, we went to class , we put the pencil over, under, beside and behind the Their notebooks and asked "Where is the pencil?". Some children did not use the correct prepositions When They met with different objects in a different environment. Consequently, we have taught prepositions in class, putting your favorite games up, down, sideways and back exercise books, desks and bookcases. Then we have the use of prepositions Documented at the playground, where we Placed the ball, cycling, frisbee and other games under, top, side and behind the bench, slide, swing, tree, etc. .. and asked "Where is the Documentation of responses ___?". When We Took the boys on items not calculated previously taught in the playground, we correct answers Obtained Between 80 and 100% Each preposition, and we Concluded That We Could try some new goals for incidental language teaching. A specific program for incidental teaching is complete When The documentation shows That the child uses the language skills in new contexts That Were Never Used During the teaching.
Finding alternatives for problem behaviors
If a child shows problem behavior, incidental teaching, the adult education Should stop and redirect the child to another activity or use effective procedures That Have Been in Reducing inappropriate behavior before, but it Should give the child the object for Which he has taken the initiative . A child who still Receives food or toy desired while making the whims can learn crying and screaming That are effective ways to communicate with others. This is a series of incidental teaching procedures to teach functional skills That Are Appropriate alternatives to problem behaviors.
Table 6.1 - Examples of incidental teaching
Use of phonemes
Feedback Request: Request for Activities or materials with a preferred initial sound or Syllable.
Prerequisite Skills: Takes the Lead in Trying to reach objects or activities, or Indicating, mimics some sounds.
Environment: Make a list of the child can imitate That sounds: then you have favorite foods begin with and Activities That sounds Those around in the environment (eg. If the child says "p", take bread ball, Penguin).
Initiative of the child: the child tries to reach with your finger or with gestures or prompts Indicates the adult to the materials or Activities.
Processing request: Respond to His initiative with the question "What do you want?". If the child responds incorrectly or does not Respond, the correct sound modeled (eg. "P").
Provided the object for which the child has taken the initiative: When the child responds with the correct sound, you confirm that is correct to label the object with an emphasis on the sound required (eg. "Ppalla") and give the 'requested object.
Use of prepositions
Feedback request: Use of one of the following prepositions: in, on, under, beside, behind or in front. (Note: it is better to start with only two prepositions).
Prerequisite Skill: Using phrases to request objects, imitation of verbal patterns of 8-10 words.
Environment. Put games and food of most interest in, above, below or next to the containers and place containers on shelves, cabinets or tables in the kitchen, dining room or in the playroom. Use different containers (eg. Shoeboxes, plastic containers for food, baskets) to promote generalization. For example, put your child's favorite tape in a bag and put his teddy bear behind a shoebox.
Initiative of the child: The child needs food or play with a word, phrase, or a period (eg. "I want a cookie").
Processing request: Respond to the initiative of the child with a question that requires the child to identify the place where the object is located relative to the container, using one of the prepositions for which you are working. For example, ask "Where ¨ tape?". If the child gives an incorrect answer or no answer, provided a verbal model (eg. "DÃ ¬ I want the tape inside the bag").
Provided the object for which the child has taken the initiative: When the child uses the correct preposition in a sentence, confirmed that the response is correct and just give him what he wants. (For example. "Oh, you want the tape is in the bag. Here it is!").
Request for help
Feedback request: request for help to get an object that is not accessible (eg. "Help me").
Prerequisite Skill: Request object with a word or phrase, verbal imitation of models.
Environment: Take toys, activities and food of great interest to the child and put them in sight but out of reach of children, high on a shelf or on a shelf at the top of the library, etc..
Initiative of the child: The child asks for an activity, a game, or the material using a name, a sentence, a period (eg. "I want popcorn").
Processing request: Respond to the request of the child with a comment that will help them to locate the object, but also give him inspiration for help (for example. "Of course, here, is above the refrigerator"). If you do require help, modeled a request (for example. "DÃ ¬ 'I can not take it'" or "DÃ ¬ 'Help me'").
Provided the object for which the child took the initiative after the child has asked for help saying, "'too high' or 'I can not take it," confirmed that the response is correct and give the desired object .
Request for an object that there's no
Feedback request: ask an object that is missing (for example. "I find ___" or "Where ¨ ___?").
Prerequisite Skill: Request object with a name or phrase, imitation of verbal patterns of 3-5 words.
Environment: Remove some materials needed to complete a task. For example, remove colors dall'astuccio or some pieces of a puzzle.
Initiative of the child: The child seeks in its case and says, "Colors".
Processing request: respond to the initiative of the child with a question (eg. "C'A is something that's wrong?") That recalls the description of the problem. Se non risponde, fornite un modello verbale adeguato (per es. "Dì 'Dove sono i colori?'").
Fornite l'oggetto per cui il bambino ha preso l'iniziativa: dopo che il bambino risponde con quanto richiesto, confermate che la sua risposta era corretta (per es. "Oh, non trovi i pennarelli. Ti aiuto a cercarli") e dategli l'oggetto mancante.
COME INSEGNARE AGLI ALTRI A FARE INSEGNAMENTO INCIDENTALE
Sebbene la ricerca sull'insegnamento incidentale abbia dimostrato la sua efficacia nel promuovere la generalizzazione e l'uso spontaneo di abilità linguistiche ricettive ed espressive, i genitori ei professionisti spesso non riescono a trovare materiali per imparare questo tipo di insegnamento. La monografia di Hart e Risley (1982) "Come usare l'insegnamento incidentale per elaborare il linguaggio" fornisce istruzioni dettagliate su come fare l'insegnamento incidentale con bambini tipici e bambini con ritardi nel linguaggio. Comprende esempi di episodi di insegnamento incidentale sia a casa che a scuola e offre suggerimenti su come risolvere alcuni problemi che si incontrano.
Nel 1988 Mac Duff, Krantz, MacDuff e McClannahan hanno messo a punto una breve procedura di insegnamento per piccoli staff che aiutavano bambini con autismo. Si trattava di cinque sessioni da 30 minuti ciascuna, in cui gli "scolari" ricevevano materiale scritto che consisteva in (a) una lista dei passi dell'insegnamento incidentale, (b) esempi scritti di episodi di insegnamento incidentale, (c) un modulo su cui le persone scrivevano i propri episodi di insegnamento incidentale, e (d) una descrizione di modi per stimolare l'iniziativa del bambino. Durante le sessioni, il numero degli esempi scritti di episodi di insegnamento incidentale diminuiva sistematicamente e il numero degli episodi scritti dai partecipanti aumentava. Questo programma aumentò nei partecipanti l'uso dell'insegnamento incidentale e le loro abilità si sono generalizzate con materiali, ambienti domestici, bambini e grandezza del gruppo.
All'istituto Princeton per lo sviluppo del bambino, diamo sia un insegnamento didattico che un insegnamento pratico per aiutare i terapisti ei genitori ad acquisire un repertorio di insegnamento incidentale, e stabiliamo le abilità dei terapisti usando le procedure descritte da MacDuff et al. (1988). Si considerano presenti o assenti quattro componenti dell'insegnamento incidentale (vedere tabella 6.1). Si registra un'iniziativa del bambino se questo tenta di raggiungere, indica con dito o gesti, etichetta (o approssima un'etichetta) o richiede verbalmente un oggetto o un'attività . Gli osservatori registrano le iniziative scrivendo il nome dell'oggetto o dell'attività sul foglio di documentazione. Si registra una richiesta di elaborazione se l'istruttore richiede una risposta non verbale o verbale (per es. "Che colore è la caramella?" o "Indica la caramella gialla") che è contestualmente in relazione con l'oggetto richiesto dal bambino. Richieste ripetute che non sono separate da lodi o modelli verbali, e istruzioni che sono mirate a risolvere comportamenti problema (per es. "Mani giù") non vengono registrate come richieste di elaborazione. Le elaborazioni vengono registrate presenti se il bambino fornisce la risposta richiesta, sia con che senza l'aiuto dell'istruttore. Fornire l'oggetto richiesto è registrato se l'istruttore dà al bambino l'oggetto per cui il bambino stesso ha preso l'iniziativa (a) dopo che il bambino ha dato una risposta più elaborata, (b) prima che l'oggetto della conversazione cambi e (c) in assenza di stereotipie o comportamenti problema. Un episodio di insegnamento incidentale è definito tale quando c'è la presenza dei quattro componenti.
I dati sull'uso dei terapisti di insegnamento incidentale vengono registrati durante specifiche attività e in momenti specifici, e l'accordo tra terapisti e valutatori di solito è a un buon livello. Senza un training specifico e una valutazione regolare, per nostra esperienza l'insegnamento incidentale non viene fatto dalla maggior parte dei terapisti.
RIASSUNTO
Anche se l'insegnamento con discrete trial è assolutamente necessario per insegnare ai bambini autistici a prestare attenzione a insegnanti e materiali, a seguire le istruzioni, a imitare modelli verbali ea rispondere a domande, il controllo dell'istruzione del verbal behavior spesso non riesce a trasferire le istruzioni e gli aiuti dall'adulto a persone, oggetti e attività nell'ambiente naturale. L'insegnamento incidentale, usato originariamente per i bambini di età prescolare in condizioni economiche svantaggiate, è stato modificato per fornire istruzioni di linguaggio a bambini autistici, e la ricerca ha mostrato che queste procedure promuovono la generalizzazione e l'uso spontaneo del linguaggio. Alcune prove indicano che l'insegnamento incidentale rinforza le risposte di interazione sociale oltre quelle abilità specifiche che sono gli obiettivi dell'insegnamento e contribuisce ad un aumento generale dell'uso del linguaggio. E parlare di più spesso risulta in un uso di linguaggio più elaborato e complesso.
Anche se l'insegnamento incidentale inizia con una richiesta del bambino (per es. la richiesta di un gioco o di un cibo preferito), può essere usato per insegnare una vasta gamma di abilità linguistiche, come l'uso degli articoli ("Dì una mela" o Dì un libro), l'uso degli aggettivi ("Vuoi le patatine salate o speziate?"), e le domande ("Chiedi Dov'è il camion?"). La vastità dell'insegnamento incidentale è in relazione alla chiara identificazione delle risposte che ci si è prefissi di raggiungere, la predisposizione dell'ambiente che promuove l'iniziativa e l'istruzione e una specifica delle richieste di elaborazione.
Gli adulti che forniscono istruzioni di linguaggio a bambini autistici devono progettare ambienti di apprendimento e usare procedure di insegnamento che promuovano l'uso spontaneo di linguaggio emergente, e che mantengano il verbal behavior in situazioni naturali. L'insegnamento incidentale aiuta a raggiungere questi obiettivi, e speriamo che il lettore possa metterlo in pratica, aggiungendo così un efficace strumento agli altri programmi di intervento comportamentale.
|
