Outils d'interventions psychosociale pour parent et intervenant, affiche, jeu éducatif, cartes éducatives, guide d'accompagnement, cahier.
"How can I help my child with high functioning autism to develop some important communication and language skills?" For most children with Asperger’s (AS) and High-Functioning Autism (HFA), the most important treatment strategy involves the need to enhance communication and social competence. This emphasis on social competence does not reflect a societal pressure for conformity, and it does not attempt to stifle individuality and uniqueness. Instead, it reflects the clinical fact that most children with AS and HFA are not loners by choice, and that there is a tendency (as these kids develop towards adolescence) for hopelessness, pessimism, and oftentimes, anxiety and depression due to the child’s (a) increasing awareness of personal inadequacy in social situations and (b) repeated experiences of failure to make and/or maintain friendships. The typical limitations of insight and self-reflection often preclude spontaneous self-adjustment to social and interpersonal demands. The practice of communication and social skills does not imply the eventual acquisition of communicative or social spontaneity. However, it does prepare the child with AS or HFA to cope with social and interpersonal expectations, therefore enhancing his or her attractiveness as a conversational partner or as a potential friend. ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism Below are some crucial suggestions intended to foster relevant skills in this area. These suggestions can be used by parents, teachers and therapists: 1. Encounters with unfamiliar people (e.g., making acquaintances) should be rehearsed until the AS or HFA child is made aware of the impact of his behavior on other’s reactions to him. Certain important strategies (e.g., practicing in front of a mirror, listening to his recorded speech, watching a video of his recorded behavior, etc.) should all be incorporated in a social skills training program. Social situations manufactured in a therapeutic setting that usually require reliance on visual-receptive and other nonverbal skills for interpretation should be used, and techniques for deciphering the most salient nonverbal dimensions inherent in these situations should be offered. 2. Explicit verbal instructions on how to interpret other’s social behavior should be taught and exercised in a rote fashion. The following should be taught in a manner not unlike the teaching of a foreign language (i.e., all elements should be made verbally explicit and appropriately and repeatedly drilled): facial and hand gestures non-literal communications (e.g., humor, figurative language, irony, sarcasm and metaphor) the meaning of eye contact and gaze various inflections and tone of voice The same principles should guide the training of the child’s expressive skills. Concrete situations should be exercised in a therapeutic setting and gradually tried out in naturally occurring situations. All those in close contact with the AS or HFA child (e.g., teachers, coaches, scout leaders, etc.) should be made aware of the program so that consistency, monitoring and contingent reinforcement are maximized. 3. The effort to develop the child’s skills with peers in terms of managing social situations should be a priority. This should include: ending topics appropriately feeling comfortable with a range of topics that are typically discussed by same-age peers shifting topics the ability to expand and elaborate on a range of different topics initiated by others topic management 4. The child with AS or HFA should be helped to recognize and use a range of different means to interact, mediate, negotiate, persuade, discuss, and disagree through verbal means. In terms of formal properties of language, the child may benefit from help in thinking about idiomatic language that can only be understood in its own right, and practice in identifying them in both text and conversation. It is important to help the child to: anticipate multiple outcomes so as to increase the flexibility with which she both thinks about - and uses - language with others develop the ability to make inferences explain motivation predict 5. The child with AS or HFA should be taught to monitor her own speech style in terms of adjusting, depending on proximity to the speaker, context and social situation, naturalness, number of people, background noise, rhythm and volume. 6. Spoken language may be odd. Sometimes, AS and HFA kids don't have the local accent, or they are too loud for a situation, overly formal, or speak in a monotonous tone. If the youngster has a good level of spoken language, parents and teachers should not assume his or her understanding is at the same level. 7. Metaphors (e.g., “food for thought”) and similes (e.g., “as fit as a fiddle”) have to be explained, because these “special needs” kids tend to make literal and concrete interpretations. ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism 8. In some cases, language acquisition (i.e., learning to speak) can be delayed. These children make much use of phrases they have memorized, although they may not be used in the right context. A certain amount of translation may be needed in order to understand what they are trying to say. 9. Both verbal and nonverbal communications pose problems for children with AS and HFA. Spoken language is often not entirely understood, so it should be kept simple to a level they can understand. Take care to be precise. 10. Lastly, here are a few additional tips parents and teachers can employ to help the autistic youngster better understand the world - and in doing so - make everyone's lives a little easier: Try to get confirmation that the child understands what you are talking about or asking. Don't rely on a stock ‘yes’ or ‘no’ answers. Limit any choices to two or three items. Keep instructions simple. For complicated jobs, use lists or pictures. Keep all your speech simple to a level the child can understand. Explain why the child should look at you when you speak to him. Give lots of praise for any achievement - especially when he uses a social skill without prompting. Don't always expect the AS or HFA child to “act her age.” These kids are usually immature, so parents and teachers should make some allowances for this. One of the most significant problems for young people on the autism spectrum is difficulty in social interaction. But AS and HFA also create problems with "mind reading" (i.e., knowing what another person may be thinking). “Typical” children can observe others and guess (through a combination of tone and body language) what is "really" going on. Without help and training, AS and HFA kids can't. This "mind blindness" can lead even the highest-functioning child to make social blunders that cause all kinds of relationship difficulties. Without knowing why, the child can hurt others’ feelings, act oddly, ask inappropriate questions, or generally open himself up to teasing, bullying, hostility – and eventual isolation. But, by using the suggestions listed above, parents, teachers and other professionals can help AS and HFA children to develop some much needed communication and social skills that will alleviate a lot of these problems. More resources for parents of children and teens with High-Functioning Autism and Asperger's: ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook ==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's
Strategies and supports for executive functioning challenges can make all the difference, especially for students who struggle with task initiation. This is such an important skill, since it's like the motor in allowing us to get started on all tasks and assignments. When someone is struggling to in
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Time management skills are essentially life skills. Kids and young adults need this skills now and in the future. All educators and parents want our learners to be able to work independently, use time well, and complete tasks on time. In order to meet these expectations, students need to learn, unde
Boostez vos réunions avec des icebreakers, jeux et autres warm up. Des jeux brise glace pour apprendre à se connaitre et mettre du fun dans vos ateliers.
Planning is a critical executive functioning skill that helps kids and young adults achieve success in and outside of the classroom. Executive functioning skills are the complex mental processes that work together to help us accomplish tasks and goals. When learners struggle with these skills, daily
Pour fixer des objectifs clair, précis, mesurables et réalistes, et les atteindre sans efforts (ou presque), il est nécessaire d'utiliser la méthode S.M.A.R.T. : S pour Spécifique, M pour Mesurable, A pour Approprié / Ambitieux, R pour Réaliste, T pour Temporel
Outil visuel qui traite des problématiques liées aux comportements sexuels inadéquats : masturbation, exhibitionnisme et agression non volontaire.
Pour mener ce débat, j'ai utilisé une BD du magazine "Pomme d'Api" que vous pouvez trouver chez charivari ou chez cenicienta. Et voici mon document de préparation pour voir comment j'ai tenté de mener le débat : ici Pour trouver les autres thèmes de débat, c'est là. Comment dire merci?
Voici une petite bande dessinée que j’ai faite pour expliquer la notion de consentement aux enfants (Et parfois à leurs parents). Enseignants et parents, vous pouvez l’imprimer pour vos classes ou pour la maison (pas d’utilisation commerciale autorisée.) Une version imprimable est disponible […]
Livre sur la phobie scolaire pour les parents. Stephan Valentin, psychologue, réédite pour la 3ème fois ce livre très pratique et concret sur la phobie scolaire. Qu’est-ce que c’est? Comment aider son enfant qui en souffre? Ce livre, bourré d’exemples et de conseils, illustré avec des graphiques et des tableaux est facile à lire, pratique et adapté aux parents et enseignants. En entrant de plain-pied dans le monde de la phobie scolaire, il permet d’appréhender la souffrance de l’enfant et les conséquences directes de cette phobie. Un livre à lire dès que votre enfant manifeste un souci avec l’école. En effet, pour certains enfants, l'école peut être un espace de souffrance au point de vouloir tout faire pour s'en extraire.Anxiété avant chaque contrôle, stress, insomnies, maux de ventre, conduite d'évitement, état dépressif, visites répétées à l'infirmerie sont autant de signaux qui alertent l'entourage mais le laissent souvent impuissant. Que faire face à un enfant pour qui franchir les grilles de l'école constitue chaque jour une véritable épreuve ? Quels sont les signes et les facteurs de la phobie scolaire ? Comment la différencier de l'école buissonnière ? Ce livre propose aussi de nombreuses ressources, des exemples illustrés et des conseils concrets qui vous guideront afin d'agir de façon appropriée. Stephan Valentin, docteur en psychologie et spécialiste de la petite enfance, a pratiqué en Inde, en Côte d'Ivoire et en France, à Paris où il a exercé dans un hôpital pour enfants. Il a écrit de nombreux ouvrages très actuels sur l'éducation, proposé des manuels très pratiques comme Comment dire non à mon enfant
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Cette synthèse des caractéristiques et des tendances du système éducatif français présente les principaux chiffres clés pour l’année scolaire en cours : population scolaire, effectifs d’enseignants, coût de l’éducation, part des secteurs public et privé, diplômes délivrés, insertion professionnelle des jeunes.
Je vous présente ma liste non exhaustive de 8 outils gratuits dédiés à l'orientation scolaire (pour la plupart testés)
Chaque jour, sur Twitter, Snapchat ou encore Facebook, des milliards de contenus sont publiés par les utilisateurs. Cette semaine, les p'tits journalistes de franceinfo junior ont voulu savoir qui contrôle tout ce qui est mis en ligne sur ces réseaux sociaux…
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L'un des grands défis auxquels font face les enfants est l'établissement de relations personnelles avec des camarades du même âge. Cela…
"How can I help my child with high functioning autism to develop some important communication and language skills?" For most children with Asperger’s (AS) and High-Functioning Autism (HFA), the most important treatment strategy involves the need to enhance communication and social competence. This emphasis on social competence does not reflect a societal pressure for conformity, and it does not attempt to stifle individuality and uniqueness. Instead, it reflects the clinical fact that most children with AS and HFA are not loners by choice, and that there is a tendency (as these kids develop towards adolescence) for hopelessness, pessimism, and oftentimes, anxiety and depression due to the child’s (a) increasing awareness of personal inadequacy in social situations and (b) repeated experiences of failure to make and/or maintain friendships. The typical limitations of insight and self-reflection often preclude spontaneous self-adjustment to social and interpersonal demands. The practice of communication and social skills does not imply the eventual acquisition of communicative or social spontaneity. However, it does prepare the child with AS or HFA to cope with social and interpersonal expectations, therefore enhancing his or her attractiveness as a conversational partner or as a potential friend. ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism Below are some crucial suggestions intended to foster relevant skills in this area. These suggestions can be used by parents, teachers and therapists: 1. Encounters with unfamiliar people (e.g., making acquaintances) should be rehearsed until the AS or HFA child is made aware of the impact of his behavior on other’s reactions to him. Certain important strategies (e.g., practicing in front of a mirror, listening to his recorded speech, watching a video of his recorded behavior, etc.) should all be incorporated in a social skills training program. Social situations manufactured in a therapeutic setting that usually require reliance on visual-receptive and other nonverbal skills for interpretation should be used, and techniques for deciphering the most salient nonverbal dimensions inherent in these situations should be offered. 2. Explicit verbal instructions on how to interpret other’s social behavior should be taught and exercised in a rote fashion. The following should be taught in a manner not unlike the teaching of a foreign language (i.e., all elements should be made verbally explicit and appropriately and repeatedly drilled): facial and hand gestures non-literal communications (e.g., humor, figurative language, irony, sarcasm and metaphor) the meaning of eye contact and gaze various inflections and tone of voice The same principles should guide the training of the child’s expressive skills. Concrete situations should be exercised in a therapeutic setting and gradually tried out in naturally occurring situations. All those in close contact with the AS or HFA child (e.g., teachers, coaches, scout leaders, etc.) should be made aware of the program so that consistency, monitoring and contingent reinforcement are maximized. 3. The effort to develop the child’s skills with peers in terms of managing social situations should be a priority. This should include: ending topics appropriately feeling comfortable with a range of topics that are typically discussed by same-age peers shifting topics the ability to expand and elaborate on a range of different topics initiated by others topic management 4. The child with AS or HFA should be helped to recognize and use a range of different means to interact, mediate, negotiate, persuade, discuss, and disagree through verbal means. In terms of formal properties of language, the child may benefit from help in thinking about idiomatic language that can only be understood in its own right, and practice in identifying them in both text and conversation. It is important to help the child to: anticipate multiple outcomes so as to increase the flexibility with which she both thinks about - and uses - language with others develop the ability to make inferences explain motivation predict 5. The child with AS or HFA should be taught to monitor her own speech style in terms of adjusting, depending on proximity to the speaker, context and social situation, naturalness, number of people, background noise, rhythm and volume. 6. Spoken language may be odd. Sometimes, AS and HFA kids don't have the local accent, or they are too loud for a situation, overly formal, or speak in a monotonous tone. If the youngster has a good level of spoken language, parents and teachers should not assume his or her understanding is at the same level. 7. Metaphors (e.g., “food for thought”) and similes (e.g., “as fit as a fiddle”) have to be explained, because these “special needs” kids tend to make literal and concrete interpretations. ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism 8. In some cases, language acquisition (i.e., learning to speak) can be delayed. These children make much use of phrases they have memorized, although they may not be used in the right context. A certain amount of translation may be needed in order to understand what they are trying to say. 9. Both verbal and nonverbal communications pose problems for children with AS and HFA. Spoken language is often not entirely understood, so it should be kept simple to a level they can understand. Take care to be precise. 10. Lastly, here are a few additional tips parents and teachers can employ to help the autistic youngster better understand the world - and in doing so - make everyone's lives a little easier: Try to get confirmation that the child understands what you are talking about or asking. Don't rely on a stock ‘yes’ or ‘no’ answers. Limit any choices to two or three items. Keep instructions simple. For complicated jobs, use lists or pictures. Keep all your speech simple to a level the child can understand. Explain why the child should look at you when you speak to him. Give lots of praise for any achievement - especially when he uses a social skill without prompting. Don't always expect the AS or HFA child to “act her age.” These kids are usually immature, so parents and teachers should make some allowances for this. One of the most significant problems for young people on the autism spectrum is difficulty in social interaction. But AS and HFA also create problems with "mind reading" (i.e., knowing what another person may be thinking). “Typical” children can observe others and guess (through a combination of tone and body language) what is "really" going on. Without help and training, AS and HFA kids can't. This "mind blindness" can lead even the highest-functioning child to make social blunders that cause all kinds of relationship difficulties. Without knowing why, the child can hurt others’ feelings, act oddly, ask inappropriate questions, or generally open himself up to teasing, bullying, hostility – and eventual isolation. But, by using the suggestions listed above, parents, teachers and other professionals can help AS and HFA children to develop some much needed communication and social skills that will alleviate a lot of these problems. More resources for parents of children and teens with High-Functioning Autism and Asperger's: ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook ==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's
Je vous propose un tableau pour comprendre les comportements inappropriés des enfants, basés sur l'approche de la discipline positive. Savoir identifier l'objectif caché derrière le comportement inapproprié d'un enfant peut se révéler utile pour en comprendre les causes et y répondre au mieux.
Réseau Canopé met à votre disposition un éventail de ressources pour favoriser la réussite de l'élève allophone.
Jean-Michel Blanquer, ministre de l'Éducation nationale, a présenté l'année scolaire 2017-2018 lors d'une conférence de presse le mardi 29 août à 8h30 au ministère de l'Éducation nationale.
