AutismspectrumdisorderPromotingPhysicalActivity.pptVIP

* * Implications for Teaching教学启示 Collier Reid (1987) Physical Activity Programming: Teaching 2. Prompts Don’t over prompt.. If assistance isn’t needed, don’t give it.不要过度提示。。。如果不需要帮助就不要给予帮助 Focus the learner’s attention on the task把学生的注意力集中在任务上 When choosing a prompt, consider the learner’s skill level, preferred modality, or physical disability当选择提示语言的时候，考虑学生的水平，喜欢的形式或者身体残疾的情况 Fade prompts平淡的提示 Physical Activity Programming: Teaching Prompts (cont’d) Make sure that the prompt is effective!确定提示是有效的！ Fading may include physical proximity timing (allow time to respond… Todd, 2007)衰退可能包括身体的临近性和时间（允许反应的时间） Initially link verbal prompts with other prompts一开始的时候把口头提示和其他提示一起结合使用 Partial Physical Prompt部分的身体提示 Physical Activity Programming: Teaching Return to the teaching episode 3. The student’s response…observe carefully学生的反应。。。仔细观察 4. Feedback (reinforcement and information)反馈（巩固和信息） Be consistent保持一致 Be unambiguous保持明确 Let the feedback stand out反馈突出 Example of a teaching episode (Watkinson Wall, 1982) 1a. Teacher Behavior- Teacher says “look at me” (verbal prompt)老师说“看着我”（口头提示） 1b. Child Behavior- Child looks at teacher孩子看着老师 1c. Teacher Behavior- Teacher smiles (reinforcement intended)老师笑（准备巩固） 2a. Teacher Behavior- Teacher says, “jump down” and holds child’s hands (verbal and physical prompts)老师说，“向下跳”，抓住孩子的手（口头和身体提示） 2b. Child Behavior- Child jumps down on two feet (correct execution)孩子双脚跳下（正确执行） 2c. Teacher Behavior- Teacher says, “Good jump, let’s try that again (reinforcement intended)老师说，”跳的好，我们再试一次（准备巩固） Example of a teaching episode 3a. Teacher Behavior- Teacher says “Jump down like this”, and jumps landing on two feet (verbal and visual prompt)老师说“像这样跳下来”，跳下的时候两只脚着地（口头和视觉提示） 3b. Child Behavior- Child steps down onto one foot then the other孩子先一只脚落地然后是另一只脚 3c. Teacher Behavior- Teacher says, “Land on both feet” and touches both feet (information feedback)老师说，“两只脚一起落地”并