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Critical School Readiness for Children with Autism

School readiness includes not only early academic skills in reading, writing and mathematics, but also motivation to learn, social and emotional development, language skills, and general knowledge, just to name a few. For children with Autism, because of their unique profiles of abilities and challenges, there are more critical skill sets they need to acquire […]

This article is only available in Chinese. To read in Chinese, please click on this page.

Children with ASD often exhibit difficulties in understanding abstract social cues and social interactions. They may be very sensitive to changes and have difficulties in communicating with others. As they reach schooling ages, they begin to face a variety of challenges in school such as learning in a group setting, undergoing rapid transitions and developing […]

最近留意到在我們機構接受訓練的孩子都有一個通病:做功課時會眈天望地、心不在焉。他們會有這樣的表現,並不是因為功課的難度超出他們的能力範圍以外,而是一般小朋友都會有的慣常狀況──覺得做功課很沉悶,總是提不起勁…… 歸根究柢,他們是欠缺做功課的動力。當然,做功課的道理人人都明白,但是,明白道理不代表能變為動力,更不能改變現況。正如我懷孕時知道應多做運動,但總是欠缺動力去實行計劃。 那麼應怎樣提升孩子做功課的動力? 首先,我們要改變自己的心態,並控制自己的情緒。別以為孩子不懂得看大人的反應,他們其實經常觀察著我們,我們的情緒會對孩子做功課的感受有所影響的。我們越,孩子越不喜歡做功課。相反,我們越正面,便越有機會提升孩子做功課的動力。但請緊記,改變態度只是增加了機會,並不能即時改變實況。 家長要先有正面的態度,才可扭轉孩子不想做功課的狀態。 以下是一些可行的方法,家長可自行選擇適合自己孩子的方法,並作出微調以迎合孩子的個性: 1) 營造一個適合做功課的環境──減少會令孩子分心的事物,例如:玩具、音樂、電視、其他孩子、食物或課外書籍; 2) 建立先做功課,後玩耍的習慣──不容許孩子用任何藉口來推遲做功課,並且在孩子完成功課後才給予休息及玩耍的時間。例子:孩子被要求做功課時習慣推說再玩一會,家長可先給予口頭預告:「玩多1分鐘就做功課喇。」一分鐘過後,便告訴孩子要停止玩耍,並開始做功課,完成功課後才可繼續玩耍; 3) 加強孩子的專注力──訓練孩子在特定時間內專注地做功課,即是做功課時不能停下來(停下來想解決方法除外)。當孩子表現出不專注時(停多於5秒),家長便應糾正孩子:「你無留心做功課。」然後重新計時。若孩子能夠在整個時段內專注地做功課,便讓他/她休息一會。做功課的時間要逐步遞加,以免令孩子感到力有不逮而放棄; 4) 調節孩子每次的功課量──可把功課細分為幾節,完成一節後便可休息3至5分鐘。其後逐步的減少節數及增加每節數的功課量,讓孩子逐漸習慣完成功課後才可玩耍; 5) 預留特別的玩具/活動──孩子在完成功課後才可以玩最喜歡的玩具 / 活動。

代名詞 ── 一種常用的詞類,卻是使自閉症孩子最容易感到混亂的概念。 大多數自閉症孩子會顛倒代名詞,例如當有人問他:「你叫甚麼名字啊?」孩子會回答:「你叫 明仔(孩子的名字)。」 今期與大家分享的便是如何教導孩子運用代名詞。 第一部分 理解及明白代名詞 首先放兩件物件在孩子面前,然後對孩子說:「你拿XX,我拿YY。」然後讓孩子跟隨指令先拿其中一樣物件。當孩子能夠掌握後,便改變為:「你拿YY,我拿XX。」 第二部分 運用代名詞指示別人 放兩件物件在孩子面前並對孩子說:「你現在做老師吧。」然後引導孩子說:「你拿XX,我拿YY。」此時,家長應立刻跟隨孩子的指示而作出回應;之後逐漸減少對孩子的引導,讓孩子獨立地運用「你」和「我」說出指令。 當孩子懂得用「你」和「我」去指示別人拿東西後,便可改為指示別人作出不同的動作或活動,例如「你食香蕉,我飲水。」 第三部分 能夠運用代名詞回答問題 A. 訓練孩子回答物件屬誰 B. 孩子和家長各拿著一些物件,然後問孩子:「誰人有XX?」孩子要用「我」或「你」作出回答 C. 問孩子剛剛誰人做了某一件事,例如「誰人剛才吃了糖?」 當孩子掌握了「你」和「我」後,便可加入「他」。 家長需留意,當孩子答對時,應立即予以口頭讚賞並避免使用代名詞,以免混淆孩子。 原文: Oh!爸媽 -【Quincy Lau】你我他

The following questions have been looping in my head (probably endless) since their kids were born. “Are international schools better than local schools?” “What exactly is International Baccalaureate (IB)?” “Is it realistic, or even possible, for me to find a school that has less homework and exams?” “How should I prepare my child for the […]

To teach children with ASD the social game, Rainbow Leader, they should first have some prerequisite skills including the following: Matching skills Colour concept Scanning Checking in Recap: How to teach Children with ASD Social Games

In Hong Kong, supports and resources are insufficient for the children with autism and very often the waiting period delays the therapies for children during the critical developmental period. Finding the suitable therapy in Hong Kong is not easy and Kasey’s father has also tried many various therapies after having confirmed Kasey is diagnosed with […]

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