(gross motor joint compression) vestibular,etc. that is BENEATH the adult misguided labeling of "behaviors." Behaviors are what is happening on the surface; beneath the behaviors are processing differences. Once you're able to follow the child's lead; attribute meaning/ validate child's current actions (as important/meaningful, from his perspective) and NOT just prompt/drill child to produce "the word", then you get meaningful engagement and meaningful (not robotic) pragmatic word/phrase usage.
It upsets me to see Tristin cry because I see how difficult it is for him and that not being able to communicate is frustrating. I'm glad that they're helping him.
When I taught high school special ed it was the opposite of this. The principal was so cowardly that she'd say "don't make them cry under any circumstances." Most schools nowadays push indugence, and that's why kids aren't getting the guidance they need.
Thank you for this video ...i did cry when i saw the mother nearly cried its really difficult to se a nice baby not able to communicate thats really upssetting i have a family friend their son suffer the same the poor mum fells so upset always crying shes up to the point where she look her self and her son at home dont want to see any one cause she think people might think her son has a mental sickness i have no idea how to help her .
affect gestural reciprocity and ideation (separation of symbols apart from all of nothing responses) then expressive (i.e., spontaneous meaningful) not robotic on command language follows.
don't worry.. there are a lot of people that have lots of pain in their lives and they can't cope with it. Hence the unappropriate reactions at the wrong places... don't worry, you have (had) a difficult situation, but you were strong enough to go and ask for help! continue be strong!
Nothing responses to greater ideation around the experience of "apple" (or anything else). This then lead to the refined articulated of particular referents or signifiers; utterances, words, phrases, etc The child begins to realize through (continuous) two-way affect reciprocal engagement which involves back and forth emotional-problem with ideas (symbols) that s/he changes (transforms) as part of a two-way co-narrative process the world. "Words" later are a part-and-parcel of that process
Thank you for the link to spd. I am in the process of reading the linked research, though I remain skeptical.To state that 60 years of scientific research is "misguided" indicates that you are either misinformed about the evidence or purposefully ignoring it. Learning to say apple when you want an apple is the first step to language. That first word is maybe the most important step. The realization that sounds I make with my mouth can change the world around me is what makes speech so valuable
This is entirely misguided. I am a developmental therapist working with this population for the last 11 years. The great distortion here is NOT in getting the child to say the label/word of what s/he desires but in the deepening the engagement; the preverbal comfortable reciprocal back and forth interaction by addressing the child's underlying affect sensory motor and modulation processing differences. Under-reactive, overreactive mixed reactivities in tactile, visual-spatial, proprioceptive
It hurts to see how the consultant is working with Tristian. I did it with my son and I sincerely hope you explore the RDI method which works like wonder.
and it the environment I am in that shapes how my language takes shape. That is why I speak English and not Spanish or French or any of the other thousands of languages in the history of humankind. If my ability to learn from the social environment is deficient (as is the case with autism) then I will be at a disadvantage when it comes to learning language. It then takes extra "training" on the part of parents and teachers in order to teach the child to speak and to want to speak.
Start with spdfoundation. It was profoundly misguided and robotic on part of the "clinicians." To get the child to "learn to say the word " (tickle, apple, etc) in order to create a point for point correspondence and get what s/he desires, is not "learning language". it is learning referential robotic responses. "Language" is emotional and has to do with the affect preverbal foundation of engagement. Once child/caregivers circles of
Please cite scientific, peer-reviewed evidence that "processing differences" are beneath the surface of behaviors. I've yet to see any evidence for "sensory integration" or the like. When the boy was on the floor laughing and saying tickle, that didn't sound misguided or robotic to me, it sounded like a kid having a good time and learning to use language.
Sorry, that is Not the first step to "learning language." How you are defining language, i.e., signifier represents the signified; language = nominal = reference correspondence is entirely antiquated. A pragmatic "Developmental approach" to language (contrast to behavioral/robotic) addresses the underlying affective preverbal foundations; the experience, affect gestural facial and bodily reciprocity between child/caregivers; which lead to feelings around co-regulated engagement, from All or
I don't think we all care about your textbook explanation of how a child talks. This lady works with children with autism, she has experience and training. They weren't drilling Tristan on words, they were trying to get him to associate what a "swing" is, what "tickling" is. If you don't have experience with autism, then I don't respect what you have to say. I DO have experience with it, so just stop what you're thinking right there. My younger brother has autism and I dated a guy with autism.
(gross motor joint compression) vestibular,etc. that is BENEATH the adult misguided labeling of "behaviors." Behaviors are what is happening on the surface; beneath the behaviors are processing differences. Once you're able to follow the child's lead; attribute meaning/ validate child's current actions (as important/meaningful, from his perspective) and NOT just prompt/drill child to produce "the word", then you get meaningful engagement and meaningful (not robotic) pragmatic word/phrase usage.
OMG.. im crying! tickle... such a beautiful moment...
It upsets me to see Tristin cry because I see how difficult it is for him and that not being able to communicate is frustrating. I'm glad that they're helping him.
When I taught high school special ed it was the opposite of this. The principal was so cowardly that she'd say "don't make them cry under any circumstances."
Most schools nowadays push indugence, and that's why kids aren't getting the guidance they need.
I read all the comments and I never saw one person attacking the mom. You're making it up.
Thank you for this video ...i did cry when i saw the mother nearly cried its really difficult to se a nice baby not able to communicate thats really upssetting i have a family friend their son suffer the same the poor mum fells so upset always crying shes up to the point where she look her self and her son at home dont want to see any one cause she think people might think her son has a mental sickness i have no idea how to help her .
affect gestural reciprocity and ideation (separation of symbols apart from all of nothing responses) then expressive (i.e., spontaneous meaningful) not robotic on command language follows.
why is this child not already receiving services to help him learn to communicate using words?
don't worry.. there are a lot of people that have lots of pain in their lives and they can't cope with it.
Hence the unappropriate reactions at the wrong places... don't worry, you have (had) a difficult situation, but you were strong enough to go and ask for help! continue be strong!
Nothing responses to greater ideation around the experience of "apple"
(or anything else). This then lead to the refined articulated of particular referents or signifiers; utterances, words, phrases, etc The child begins to realize through (continuous) two-way affect reciprocal engagement which involves back and forth emotional-problem with ideas (symbols) that s/he changes (transforms) as part of a two-way co-narrative process the world. "Words" later are a part-and-parcel of that process
This part Always bring me tears
thank goodness he's learning to speak with rewards! nice job
Thank you for the link to spd. I am in the process of reading the linked research, though I remain skeptical.To state that 60 years of scientific research is "misguided" indicates that you are either misinformed about the evidence or purposefully ignoring it. Learning to say apple when you want an apple is the first step to language. That first word is maybe the most important step. The realization that sounds I make with my mouth can change the world around me is what makes speech so valuable
This is entirely misguided. I am a developmental therapist working with this population for the last 11 years. The great distortion here is NOT in getting the child to say the label/word of what s/he desires but in the deepening the engagement; the preverbal comfortable reciprocal back and forth interaction by addressing the child's underlying affect sensory motor and modulation processing differences. Under-reactive, overreactive mixed reactivities in tactile, visual-spatial, proprioceptive
More people need to use this technique with kids with autism
@GoddessFourWinds "two" instead of cookies because you always gave him two, that is so cute!
It hurts to see how the consultant is working with Tristian. I did it with my son and I sincerely hope you explore the RDI method which works like wonder.
and it the environment I am in that shapes how my language takes shape. That is why I speak English and not Spanish or French or any of the other thousands of languages in the history of humankind. If my ability to learn from the social environment is deficient (as is the case with autism) then I will be at a disadvantage when it comes to learning language. It then takes extra "training" on the part of parents and teachers in order to teach the child to speak and to want to speak.
Start with spdfoundation. It was profoundly misguided and robotic on part of the "clinicians." To get the child to "learn to say the word " (tickle, apple, etc) in order to create a point for point correspondence and get what s/he desires, is not "learning language". it is learning referential robotic responses. "Language" is emotional and has to do with the affect preverbal foundation of engagement. Once child/caregivers circles of
I try the play and walk away thing my kids give up on the activity as soon as I walk away
i cried when he said tickle
Please cite scientific, peer-reviewed evidence that "processing differences" are beneath the surface of behaviors. I've yet to see any evidence for "sensory integration" or the like.
When the boy was on the floor laughing and saying tickle, that didn't sound misguided or robotic to me, it sounded like a kid having a good time and learning to use language.
Sorry, that is Not the first step to "learning language." How you are defining language, i.e., signifier represents the signified; language = nominal = reference correspondence is entirely antiquated. A pragmatic "Developmental approach" to language (contrast to behavioral/robotic) addresses the underlying affective preverbal foundations; the experience, affect gestural facial and bodily reciprocity between child/caregivers; which lead to feelings around co-regulated engagement, from All or
his dad has those eyes it's genetic
I don't think we all care about your textbook explanation of how a child talks. This lady works with children with autism, she has experience and training. They weren't drilling Tristan on words, they were trying to get him to associate what a "swing" is, what "tickling" is. If you don't have experience with autism, then I don't respect what you have to say. I DO have experience with it, so just stop what you're thinking right there. My younger brother has autism and I dated a guy with autism.
Hi