Kids and Science

 

Kids are little scientist always curious, always trying and learn no matter what, but they stay safe and gain most when experimenting in intended for it and set environment. “Hands-on” learning experience through visual and creative participation bits the best traditional, school type method. Active learning is a great help in keeping children focused, alert, and engaged, making easier to stay on task. Getting to see the final result is a substantial reward for a job well done. “Hands-on” learning technique is very appealing to all sorts of kids, especially to theses with any type of learning difficulties. In fact, all children can benefit from the combination of activity and education that these modalities offer. In an integrated learning environment, hands on projects can help children to interact and cooperate with each other, promote understanding and foster social and communication skills.

Basia with Dad Making Volcanic Eruption

with baking soda and vinegar.

https://www.youtube.com/watch?v=3-1Rvl49bls

What can be a better place to do experiments then the Ultimate Science Street Fair, which on Sunday, June 2nd, 2013 (10am–6pm), turned The Washington Square Park into an interactive outdoor laboratory? Throughout the day the real scientists, astrophysicists and archaeologists from places like Columbia University, Liberty Science Center, MoMath, and many more hosted activity booths and performances. Basically the park was dotted with tents that served as classrooms. We rolled up your sleeves and dag into science through all-new interactive exhibits, games, or shows and aspiring scientists of all ages assisted us in “Science Centers” of biology, climate change, energy, math and technology, chemistry, and more.

We tried to visit all different categories and stations. To make it more transparent I will try to put them in groups and describe the activities we were doing.

CLIMATE CORNER

• At Lamont-Doherty Earth Observatory of Columbia University we became a meteorologists, analyzed weather maps and learned how NYC is directly impacted by the changing polar regions.
• At NOAA CREST we watched a spin on the Coriolis ride to see how hurricanes form and gain power, then created clouds, tornadoes, and wind currents in a bottle.
• At Super-Secret Headquarters of the Climate Repair & Innovation League
  (Created by ESI Design) we learned how climate change is affecting our communities and tried to develop your own creative solutions for challenges.
• At The WemoLab–Digital Ocean we watched Superfugu, a new interactive app, diving underwater and learned about the creatures in the ocean.
• In Do You Know Where Your Drinking Water Comes From? station we discovered how watersheds work and how our drinking water is collected in reservoirs, learned about trout anatomy, the importance of clean water, and what happens to all the water that comes into NYC during a storm.
• At Philadelphia Zoo we studied polar bears in the wild.

ENERGY AVENUE

• At Solar One we tried to discover the amount of energy used by common household appliances, measured wind voltage, and raced solar cars.
• At Soccer place we kicked around a soccer ball and checked the energy we’ve created!
  

BIOLOGY BLOCK

• At New York Botanical Garden we learned about medicinal plants, potted them, and took home.
• At American Museum of Natural History we had a chance to touch real skulls, explore exotic and familiar animal skulls, and compare the teeth of walruses, cougars, warthogs, lions, and dolphins.
• At Liberty Science Center we put a stick through a balloon with out popping it, examined the world upside down and searched for fossils.
• At Hudson River Museum we examined Hudson River specimens along with enlarged models of microorganisms, stepped up to a solar telescope and viewed the sun, learned the phases of the moon, and mapped the Milky Way.
• At Cicada Central from Staten Island Museum we listened to cicadas, used microscopes to peer at them and other specimens.

SCIENCE CENTRAL

• At Eat—Play—Learn!  We learned about healthy food and energetic movement to create a smarter and happier brain.
• At braiNY we discovered genetics in action by operating a microscope to reveal striking differences between live normal and mutant worms.
• At Cold Spring Harbor Laboratory using a 3D brain app, we learned about the latest developments in our understanding of the brain.
• It was too crowded to visit Brain Games. Hopefully the next year we will have more luck.

SPACE PLACE

• At Amateur Astronomers Association of New York we looked through the lens of solar telescopes and tried to see the surface of the Sun.

INNOVATION ALLEY

• At Blue Man Group tent we created music and a light show using one-of-a-kind instrument, equipped with acoustics, electronic sounds, and LED lighting.
• At New York City/New Jersey FIRST Robotics we watched different size robots in action.
• We had no chance to learn how to code and check out games made by other CoderDojo kids.

DISCOVERY LANE

• We were absolutely fascinated with the experiments presented by Intrepid Sea, Air & Space Museum team. We learned what it is like in outer space. We watched different objects, such as: ringing bell, deflated or inflated balloon, a glass of water, placed in a bell jar, and what happened to them when the air was removed. Fascinating!
• Barbara also liked Carmelo The Science Fellow Magic of Chemistry. She was changing solids into liquid then gas, created Alka-Seltzer rocket and produced some not-so-typical slime.
• At Lynn Brunelle’s Pop Bottle Science and Camp Out Experiments we crush a pop bottle with the power of the atmosphere, made a lava lamp, and blew up a balloon without using mouth.
• At New York Hall of Science we created giant bubbles.
• At ScrapKins we joined ScrapKins, an industrious monster tribe living in a recycling center and turned towel tubes into a new creature.
• At Museum of Interesting Things we traced the evolution of inventions that have made communication what it is today, including telegraphs, box wooden telephones, teletypes, crystal radios, pigeon post, cell phones, and computers. We also listened to an Edison cylinder phonograph.

Unfortunately we had not enough time to visit International Flavors and Fragrances Smell Lab to design own fragrance and learn about the elements needed to create a scent or Museum of Mathematics to watch math come to life. We also had to skip Stone Rubbing with the Beijing Cultural Center for China Originality, so couldn’t make copies using stones, create stone rubbings, or learn calligraphy. The next year we will devote more time to explore all.

The Ultimate Science Street Fair was a great experience. 

Language Teaching Techniques and Programs

2008

Question: What techniques or programs do you use in your speech therapy to teach individuals or group the language?

2009

Answer: There are many different techniques and interesting programs which I use in my therapy practice and modify based upon the child’s developmental level and individual needs. All of them can also be applied by the parents or others who work with the child.

2008

Expansion

A clinician expands child’s telegraphic or incomplete utterance into a more grammatically complete utterance. Example: A child says, “Car go.” and a clinician expands the sentence, “Yes, look at the car going.”

Extension

A clinician comments on child’s utterances and adds new and relevant information. Example: A child says, “Play ball.” The clinician says, “Yes, let’s play with a big, blue, bouncing ball.”

Focused Stimulation

A clinician repeatedly models a target structure to stimulate a child to use that structure. It is usually done during a play activity that the clini­cian designs to focus on a particular language structure, e.g. plural mor­pheme -s. A clinician uses various stimulus materials, talks about them, and repeatedly models the plural constructions.  Example: A clinician says “Look, here are two dogs running. I see two dos. And over there are two boys pushing cars. Now the boys are drinking. The cups have blue and red balls on them. What do you see? ” A child says, “I see two bike on the grass.” The clinician does not correct the child’s incorrect responses but instead models the correct target. She says, “Yes, two bikes are on the grass.”

Incidental Teaching

This method teaches functional communication skills through the use of typ­ical, everyday verbal interactions that arise naturally out of situations. The child selects the activity, situation, or topic, and the clinician works on the language teaching into it. Example: A child may choose to play with farm toys and imitate actions, e.g. eat, run, swim, etc. If the clinician is teaching progressive -ing, can use the farm animals and actions, chosen by a child plays and say: “See, the hours is eating grass, the chicks are running away and the ducks are swimming in the pound. And right over there the pigs are playing with mud and the cat is climbing a tree. Look! A farmer is driving a tractor!”

Joint Routines or Interactions

These repetitive activities are frequently used in early language stimulation with young children. A clinician can use routines such as Peek-a-Boo game to establish interaction with a child or create own practice, e.g. always starting therapy sessions by telling the same short story which contains certain target language structures and encouraging a child to use the repetitive words, phrases, and sentences.

Joint Book Reading

A clinician stimulates language through the use of systematic storybook reading. Joint book reading allows for repetitive use and practice of the same concepts and phrases. It is also helpful for establishing joint atten­tion in which, the clinician and the child are focused on the same thing. The clinician selects appropriate storybooks with interesting plot and pictures and reads the same story several times dur­ing several sessions so that the children memorize it. The clinician uses prosodic features frequently to draw attention to specific language structures. For example, if working on the past-tense form a clinician might emphasize -ed morpheme through increased emphasis on words containing that morpheme. Example: “The boy looked through the window and noticed three helicopters frizzed in the sky.” When the children are quite familiar with the story, the clinician stops at points containing target language structures and prompts the children to sup­ply the appropriate words, phrases, or sentences, e.g., “The pilot (land-ed), (open-ed) the door and (stepp-ed) out of the helicopter.“ A clinician can manipulate the activity by pausing at dif­ferent junctures so children supply different language structures or produce progressively longer utterances. Children can be asked eventually to “read” (recite from memory, but looking at the text and pictures) and pause while other children supply words, phrases, or sentences. Joint book reading helps develop vocabulary acquisition as well as a sense of story grammar in children.

Mand-Model

This method teaches language through the use of typical adult-child interactions in a play-oriented setting. A clin­ician, using attractive stimulus materials, designs a naturalistic interactive situation; then, establishes joint clinician-child attention to a par­ticular material such as a set of paints. Next, the clinician demands a response from a child, e.g. “Tell me what you want.” or “Tell me what this is.” If the child gives no response or a very limit­ed response, the clinician models the complete, correct response. If the child does not imitate the entire modeled sentence, the clinician prompts, e.g. “Tell me the whole sentence.” The child is praised for imitating or for responding correctly without modeling and is given the item he or she wanted.

Milieu Teaching

Milieu teaching is a collection of child language intervention procedures that are used to teach language in functional, natural, and conversational communicative contexts. It can be described as a naturalistic child language teaching method, which uses such techniques as incidental teaching, mand-model, and others.

Milieu teaching can occur in a variety of settings, such as the therapy room, the child’s classroom, and the child’s home.

Narrative Skills Training

This technique’s targets the more advanced language skill of producing narratives. Narratives are speakers’ descriptions of events, episodes, stories and experiences. Narratives should be produced in a cohesive, logically consistent, temporally sequenced manner. In order to train narrative skills, clinicians can:

• Let the children act out the stories, e.g. stage a drama.
• Use scripts based on such events as grocery shopping, birthday parties, eating in a restaurant.
• Get children involved in routinized, daily activities, e.g. discussing the calendar and the weather.
• Repeatedly tell or read the same stories so that children memorize the characters, events, words, and temporal sequences.
• Pause before important phrases or descriptions when retelling stories, so that children can supply them.
• Ask children to tell stories or narrate events with and then without the help of pictures, scripts, or both.
• Ask children to narrate new events or experiences (not rehearsed or scripted).

Parallel Talk

A clinician plays with a child and describes and comments upon what the child is doing and the objects the child is interested in. Example: A clin­ician says, “You are putting a farmer in the truck” or “Which cow you have is brown and white?”

Reauditorization

A clinician repeats what a child says during the language stimulation activi­ties. Reauditorization may be combined with other techniques, like model­ing. Example: A child says, “Am swinging”; the clinician repeats, “Am swinging.” More evidence is needed to demonstrate the efficacy of reauditorization.

Recasting

This expansion of a child’s utterance into a different type of sentence is excellent for children who are working on more complex grammatical forms. The child’s own sentence is repeated in modified form, but the clinician changes the modality or voice of the sentence rather than simply adding grammatical or semantic markers. Example: A child says “The baby is hungry.” A clinician recasts: “Is she hungry?” changing it to a question form. A child: “The dog chases the cat.”  A clinician: “The cat is chased by the dog.” changing it to a passive voice.

Self Talk

A clinician describes own activity as playing with a child. Using language structures that are appropriate for that child, the clin­ician might say something like, “Look, I’m putting the dress on the doll. See, I’m putting the dress on her.”

Story Grammar

Since children with language disorders frequently have difficulty with the structure of narratives a clinician can teach and model the following elements of story grammars:

• Setting statements - the introduction to the story, the physical setting, the characters, the temporal context.
• Initiating events - episodes that begin the story.
• Internal response - the characters’ thoughts, emotions, reactions.
• Theme of the story - the main idea.
• Goals of the characters - what the characters are trying to accomplish.
• Attempts - actions the characters take to achieve their objectives.
• Direct consequences - results of actions.
• Conclusion - how everything turns out, lessons or morals learned from the story.

Whole-Language Approach

This philosophical approach to the language states that learning written language should be like learning oral language. Proponents of the whole-language approach believe that children learn literacy in the same way they learn spo­ken language, through being immersed in a literate environment, communi­cating through print, and getting supportive feedback. The whole-language approach focuses on acquiring meaning, not on teaching specific subskills or language components. Whole-language theorists and prac­titioners believe that interconnections between language components are more important than the components individually. The clinician introduces new ideas and concepts but maintains the same theme for continuity. The clinician is a facilitator, not an instructor. The whole language approach needs efficacy research and experimental evaluation of the teaching strategies promoted.

Stuttering or Dysfluency?

"Sad and Angry" by Basia, 2012

Question: 

My three-year-old daughter has begun repeating many words and sounds. It doesn't seem to bother her. Is this normal or it is stuttering? Otherwise she is growing and developing normally.

Answer: 

Many toddlers and preschoolers between the ages of 2 and 5 are just going through a stage of development when they stutter. Stuttering is a form of dysfluency,

an interruption in the flow of speech. Children commonly repeat whole words and phrases and may interject fillers such as "uh" and "um" into their speech. This is called "normal dysfluency." When you consider that children of this age are still learning how to speak, developing coordination of the muscles used for talking, learning new words, putting words together into sentences, and discovering how to ask questions and influence outcomes with their words, it's easy to see why they acquire dysfluencies. Although many parents worry about it, most of these children will outgrow the stuttering and will have normal speech as they get older.

"Angry Girl" by Basia, 2012

What Causes Stuttering?

The causes of stuttering are not precisely known - it is a very complicated and involved condition. However, more is known about the environmental factors. Stress, for example, can affect stuttering. To be clear - Parental behavior does not cause stuttering.

A fact - three times as many boys as girls stutter.

Early Signs

The first signs of stuttering may appear after the second birthday or when a child is beginning to put words together to form sentences. To parents this may be upsetting, but it is a normal stage in speech development. Showing patience with your child and adopting a cautious, accepting, and informed attitude are best during the preschool years. A child may be dysfluent for a few weeks or several months, with symptoms disappearing and perhaps appearing again. Most children who begin stuttering before the age of 5 will lose the dysfluency.

The School Years

When children enter elementary school, they sharpen their communication skills. Usually, dysfluency drops to very low levels. If stuttering continues in the school-age child is old enough to be aware of the problem and may be embarrassed by it. Classmates and friends may draw attention to it. However even children with chronic, severe stuttering can be helped with learning strategies that can enhance communication.

When to Seek Help

Your child may benefit from professional intervention, especially if:

• you are concerned or anxious about his speech
• repetitions of whole words and phrases become excessive
• sound and syllable repetitions begin to happen more frequently
• your child appears to be struggling with speech
• the dysfluencies start to be effortful or strained
• you notice increased facial tension or tightness in the speech muscles
• you notice vocal tension resulting in rising pitch or loudness
• your child chooses to avoid situations where he would have to talk

If your child's speech is characterized by some of these warning signs, you should consult a speech and language pathologist at your child's school or medical office.

What Parents Can Do

There are several steps you can take to provide a nurturing environment for your child:

• Let your child to speak for herself, and allow to finish her thoughts and sentences. Pause before responding to your child's questions or comments.
• Avoid corrections or criticisms such as "slow down," "take your time," or "take a deep breath." These comments will only make your child think she is doing something wrong.
• Maintain natural eye contact with your child. Try not to look away or show signs of being upset.
• Talk slowly to your child. This takes practice! Modeling a slow rate of speech will help with her fluency.
• Speak slowly and clearly when talking to others in your child's presence.
• Provide a calm atmosphere in the home. Try to slow down the pace of family life.
• Avoid distractions such as radio or television.
• Encourage activities that do not require a lot of talking when your child is more dysfluent.
• Allow talking to be fun and enjoyable.
• Use family mealtime as a conversation time.
• Avoid having your child speak or read aloud when she doesn't feel comfortable or when the dysfluencies increase.
• Don't require a child to speak correctly at all times.
• Never tell your child to think before a talk.
• Never tell your child to start over.

Metoda Millerów - Program Wielostronnej Stymulacji Psychoruchowej

Autyzm jest skomplikowanym zaburzeniem rozwojowym, w którym dochodzi do nieprawidłowości w słownej i bezsłownej komunikacji, zakłóceń w interakcjach międzyludzkich i postępującej stopniowej izolacji od świata zewnętrznego. Termin „autyzm” pochodzi od greckiego słowa „autos”, co oznacza „sam”, a użyty został ze względu na charakterystyczne zachowanie dzieci dotkniętych tym schorzeniem, czyli zamykanie się w ich własnym wewnętrznym świecie.

W osiąganiu dobrych wyników w pomocy dziecku z autyzmem kluczową rolę odgrywa WCZESNA INTERWENCJA. Oznacza to jak najwcześniejszą diagnozę, a wiec już w 2, ostatecznie 4 roku życia i rozpoczęcie intensywnych i systematycznych działań opartych na indywidualnym programie terapeutycznym. Usprawnianie dziecka oraz stymulacja jego rozwoju musi być wielokierunkowa i powinna obejmować różne obszary funkcjonowania. 

Wczesna interwencja jest skuteczna z kilku powodów:

• Nie dopuszcza do narastania objawów oraz wtórnych uszkodzeń i zaburzeń rozwoju, a często wręcz zatrzymuje postęp choroby powodującej objawy autystyczne.
• We wczesnym okresie rozwoju układ nerwowy charakteryzuje się wyjątkowo dużą plastycznością, dzięki czemu istnieje możliwość skutecznej korekcji zaburzonych funkcji, a także kompensacji deficytów.
• Małe dzieci bardziej podatne są na stosowane wobec nich programy usprawniania oraz czynią postępy szybciej niż dzieci w starszym wieku.
• Umiejętności ćwiczone u małych dzieci łatwiej uogólniane są na nowe przedmioty, sytuacje czy osoby.
• Łatwiej jest również uczyć je nowych zachowań ze względu na fact, iż wiele ich autystycznych zachowań ma mniejsze natężenie niż u starszych dzieci.
• Terapii nie utrudniają treści, których dziecko nauczyło się wcześniej lub co dziecko wykształciło w formie nawyków i stereotypów.
• Zaległości w zakresie wiadomości, umiejętności oraz sposobów działania a także stopień ich odmienności od przyjętych i akceptowanych wzorów nie narosły jeszcze w znaczącym stopniu. Łatwiej jest więc przystosować dziecko do powszechnych oczekiwań oraz włączyć w grupę rówieśników, żłobeka czy przedszkola.
• To samo dotyczy rodziców dzieci – są oni w mniejszym stopniu zdominowani przez trudne doświadczenia z dzieckiem, ludźmi czy instytucjami udzielającymi im pomocy.
• Rodzice małych dzieci mają więcej nadziei na poprawę stanu zdrowia ich dziecka, entuzjazmu do poszukiwań i zmagań z pojawiającymi się na drodze trudnościami.
• Rodzice małych dzieci mają więcej energii i zaangażowania w dostarczaniu im ukierunkowanych doświadczeń.

Leczenie autyzmu wspomaga się rozmaitymi metodami. Obecnie nastąpiła stopniowa integracja różnych teorii terapeutycznych, które pozwalają wypracować podejście najlepiej służące dzieciom, członkom ich rodzin oraz innym środowiskom, takim jak szkoła, ośrodki pomocy i inne.

Terapia dziecka z autyzmem opiera się na czretech podstawowych zasadach:

• Przygotowanie rodziców do pracy z dzieckiem poprzez wyjaśnienie im zachowań dziecka.
• Rozszerzeniu form kontaktu z dzieckiem, przede wszystkim kontaktu fizycznego.
• Stymulacji dziecka do kontaktów społecznych.
• I oczywiście rozwoju komunikacji tak werbalnej jak i niewerbalnej

Jedną z wielu technik, stosowanych powszechnie w wielu krajach świata, jest Metoda Millerów - Program Wielostronnej Stymulacji Psychoruchowej opracowany przez Dr Arnolda Millera i psycholog, logopedę Eileen Eller-Miller. W 1965 roku Arnold i Eileen Miller otworzyli Ośrodek Rozwoju Języka i Funkcji Poznawczych w Bostnie, USA, gdzie pracowali nad jej ciągłym doskonaleniem, jednocześnie praktykując ją ze swoimi pacjętami.

Metoda Millerów ma na celu pracę nad globalnym rozwojem dziecka, zaczynając od organizacji własnego ciała, kontroli nad nim, poprzez wspomaganie rozwoju interakcji społecznych, rozwijając kontakt wzrokowy z drugą osobą oraz na werbalnej i niewerbalnej komunikacji dziecka ze środowiskiem. W pierwszym etapie metodę stosuje się w okolicznościach kotrolowanych, sukcesywnie przenosząc ją na grunt bardziej naturalny, najpierw w klinice, domu, póżniej w szkole czy miejscach uzytku publicznego, parku, sklepie, bibliotece, etc.

Powszechnie wiadomo, że dzieci potrzebują wiele ruchu, ciągłych wyzwań i częstych zmian. W związku z tym, że dzieci autystyczne izolują się od swiata zewnęcznego nie mają tak dużej szansy by odkrywać otoczający ich świat tak jak ich rówieśnicy. Odpowiedzią na potrzeby dziecka autystycznego była skonstruowana przez Dr.Millera i z dużym sukcesem wykorzystana w terapii drewniana platforma. Konstrukcja ma ksztalt kwadratu, podparta jest w czterech miejscach i wyposażona w dodatkowe elementy takie jak: droga zwana “szwajcarskim serem” z racji jej ksztaltu, rozmaite przeszkody, schodki, ślizgawka, klocki do pchania bądż ciagnięcia, lodówka, czy narożne kolumny, na których ustawia się zadania do wykonania.  Pod kontrolą terapeuty i rodzica dziecko może bezpiecznie przemieszczać się z miejsca na miejsce i eksperymentowac znajdujące się na  drodze obiekty.

Podwyższona konstrukcja ma wiele zalet:

• Pozwala dziecku na nawiązanie lepszego kontaktu wzrokowego z terapeutą czy rodzicem.
• Dzieci, które zazwyczaj chodziły na palcach zaczynają stąpać na całych stopach.
• Poza tym, dzieci, które zwykle nie reagowały na polecenia zaczynają nie tylko ich słuchać ale i je wykonywać.

Proszę nacisnąć na poniższy link i zaczekać chwilę na otwarcie, aby w 3D zobaczyć jak wygląda taka platforma.

http://www.youtube.com/watch?v=ZX1jYh569Oc

Kolejnym wynalazkiem Państwa Millerów są odpowiednio zaprojectowane obrazki komunikacyjne, które dzięki swej graficznej formie ułatwiejają zapamiętywanie i rozumienie nowych słów. Słowa zapisywane są w ten sposób jakby były w akcji, np. wyraz „przewrót” ma litery przewracające się, a „biec” – biegnące. Skojarzenia wzrokowe ułatwiają także naukę wymowy, np. obrazek przedstawiający kota odpowiada głosce „k”.

Serdecznie zachęcam do otwarcia poniższych linków. Mimo, iż filmiki są w jezyku angielskim można przyjżeć się zachowaniu i interakcji dziecka i rodziców podczas jednej z sesji terapeutycznej.

Metoda Millerów, Terapia: Wprowadzenie.

http://www.youtube.com/watch?v=AUReFlvYRTg   

Wideo nakręcone było w szkole PS177 w Nowym Jorku. Podczas terapii dziecka z autyzmem wykorzystano Metodę Millerów i wcześniej wspomnianą platformę.

Metoda Millerów, Terapia: Praca nad zwiększeniem wrażliwosci własnego ciała.

http://www.youtube.com/watch?v=4e2C9VNhEaA

Dr. Arnold Miller w tele-konferencji zachęca terapeutów do zabawy z Samantą polegajacej na delikatnym przeciągniu jej kończyn. Ma to na celu zwiększenie jej uwagii i kontroli nad własnym ciałem. Jest to jedna z często stosowanych technik Państwa Millerów.

Metoda Millerów, Terapia: Przeciąganie i wydawanie okrzyków.

http://www.youtube.com/watch?NR=1&v=Cx9kRgOSZyI&feature=endscreen

Zwyczajowo podczas innych terapii z dzieckiem autystycznym próbuje się ignorować krzyk dziecka. W metodzie Millerów krzyk wykorzystany jest jako kontrolowana forma wczesnokominikacyjna. Z nadzieją, że w przyszłści dziecko zacznie używac słów zamiast krzyku. W dalszej częsci terapeutka w kontrolowany sposób siluje się z Samantą tak, aby odebrać jej zabawkę. Cwiczenie uczy Samantę balansu i kontroli nad obiektem.  

Metoda Millerów a metoda behawiolana ABA – Porownanie matod na konferencji w Sandiego, USA.

Częsc Pierwsza 

http://www.youtube.com/watch?v=wsE7VviJ6gM

Częsc Druga 

http://www.youtube.com/watch?v=7XVQg8C3zk0

Strony Internetowe:

http://docs8.chomikuj.pl/759634247,PL,0,0,(autyzm)-The-Miller-Method-Developing-the-Capacities-of-Children-on-the-Autism-Spectrum.pdf

http://www.edukacja.edux.pl/p-133-metody-terapii-autyzmu.php 

http://medycyna-alternatywna.wieszjak.pl/inne-terapie/283514,2,Biblioterapia-w-autyzmie-ktora-technike-edukacyjna-wybrac.html

Bibliografia:
L. Bobkowicz-Lewandowska. „Autyzm dziecięcy zagadnienia diagnozy i terapii” Gdańsk 1995

A.F. Brauner. „Dziecko zagubione w rzeczywistości.” Konferencja Naukowa Gdańsk 1997

T.Gałkowski. „Dziecko autystyczne w środowisku rodzinnym i szkolnym” Warszawa 1995

Temple Grandin. „Byłam dzieckiem autystycznym” Warszawa 1995

K.J.Zabłocki. „Autyzm” Płock 2002-09-21

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