By Val Cumine
1. Autism: an advent -- 2. evaluate and prognosis -- three. The function of oldsters and early years practitioners in aiding review and prognosis -- four. Implications of present theories for intervention -- five. A framework for tutorial intervention -- 6. Differentiating the parts of studying -- 7. Intervention in the early years starting place degree -- eight. constructing play -- nine. Behavioural problems: from realizing to intervention -- 10. Behavioural problems: keys to prevention -- eleven. commentary profile -- Appendix 1: Diagnostic standards for autism -- Appendix 2: Early studying targets; six parts of studying and develpoment
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Extra info for Autism in the early years : a practical guide
Or only on his terms? share toys, activities, sweets with you and with other children? seem to share in your pleasure or excitement? ever try to comfort someone who is upset? come for comfort when hurt or upset? if upset, calm down when spoken to softly? If not – how can he be calmed? g. by frowning, looking guilty or surprised? understand emotions shown on the faces of others? give hugs and kisses spontaneously to close family members? show shyness or anxiety when meeting unfamiliar people? look towards other children or adults who approach him showing pleasure, or does he turn away showing anxiety or distress?
Go’ before releasing the car. Repeat the sequence. ’ and pause. Will he say ‘Go’? 5 Construction toys What to look out for: ● Does he seem particularly drawn to this activity? ● Will he allow other children to share the materials? ● Does he ever communicate that he needs help – perhaps in fitting tricky pieces together? Or does he just show frustration? ● Does he keep building the same model over and over? ● Does he seem preoccupied with a particular feature of the materials, for example components which can spin or be rolled?
2 Outdoor play What to look out for: ● Does the child prefer to stay on the edge of the play area, or does he use all the space available? ● Does he like to walk round and round following a specific route? What happens if someone is blocking his way? g. an insect or a leaf) and bring them to show you? ● Does he ever approach any of the other children? What happens if they go up to him? How to extend: ● Roll a ball gently towards his feet; does he roll or kick it back? ● Point to a plane or a bird in the sky; does he look towards it?