admin – Wise Centre https://wisecentre.hk Fri, 08 Jul 2022 06:04:12 +0000 zh-TW hourly 1 https://wordpress.org/?v=6.9.4 https://wisecentre.hk/wp-content/uploads/2022/07/cropped-Wise-centre-logo-2-768x224-1-1-32x32.png admin – Wise Centre https://wisecentre.hk 32 32 博士專欄 https://wisecentre.hk/archives/1 https://wisecentre.hk/archives/1#respond Tue, 05 Jul 2022 07:01:39 +0000 https://centre.biomed.hk/?p=1 閱讀全文]]> 處理行為問題
  • 集思廣益
    • 常言道：『一人計短，二人計長。』與其他教師、學生輔導主任/教師、學校社工、家長、心理學家或其他專業人士商談有關問題，往往會令你有所啟發，也可能會幫助你訂立一個更好的計劃。
  • 發掘專長
    • 我們的注意力往往會放在學生的問題行為上，因而忽略了他們的專長、能力和其他方面的才幹。隨之而來的，便是一連串的焦慮、忿怨和擔憂，甚至對問題的了解也有偏差，令介入工作更難順利進行。因此，老師應在問題行為開始妨礙教學時，嘗試透過發掘學生的專長、興趣、喜好和能力，例如記憶力強和拼字能力較佳，從中加以鼓勵，使學生能有更多正面的行為。
  • 鑑定問題
    • 透過對行為的描述來鑑定問題會較為清晰，對介入工作亦較有幫助。對行為的描述越具體和仔細，便越能準確地反映問題所在。
  • 培育「替代行為」
    • 對於處理自閉症學生的問題行為，可採用「替代行為」策略。「替代行為」是以正面的手法鼓勵自閉症學生作出其他行為，藉以代替有問題的行為，這種做法較直接阻止問題行為更為有效。先考慮自閉症學生的專長、興趣、能力和喜好，嘗試以他們喜好的事物作為獎勵，引導他們以適當的「替代行為」來表達自己。
  • 有意義的獎勵
    • 揀選出對學生最具影響力的事物，作為獎勵。獎勵如要奏效，必須讓學生明白箇中的意義，並知道所得的獎勵是可靠和可預計的。
  • 循序漸進
    • 自閉症學生的固執，往往令他們難於適應轉變。因此，要改變他們的行為，最好是循序漸進。例如，小明每逢集會時間都會尖叫，教師可以先嘗試找出小明尖叫的原因，例如禮堂的人數眾多而為小明帶來壓迫感。教師初時每逢集會時間可陪同小明在禮堂外遠處看書。過了一段日子之後，教師逐漸拉近學生與禮堂入口的距離，直到小明能安坐於禮堂內的邊緣
]]> https://wisecentre.hk/archives/1/feed 0 Image Post https://wisecentre.hk/archives/346 https://wisecentre.hk/archives/346#respond Sat, 03 Jan 2015 09:41:41 +0000 https://happykids.cwsthemes.com/2015/01/03/image-post-2/ 閱讀全文]]> Lorem ipsum dolor sit amet.

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]]> Just a post https://wisecentre.hk/archives/312 https://wisecentre.hk/archives/312#respond Thu, 01 Jan 2015 10:20:20 +0000 https://happykids.cwsthemes.com/2015/01/01/just-a-post/ 閱讀全文]]> Lorem ipsum dolor sit amet.

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