1 When a kindergarten teacher has a child with special needs Muzi is a kindergarten teacher in Ningbo. He has taught many lively and lovely children and has been looking forward to the arrival of his own baby.

In March 2017, Muzi’s son Tongtong was finally born.

Muzi can always play with the children easily, but cannot integrate into his son's world.

When Muzi called his son's name, he didn't even raise his head.

His favorite thing is to line up the toy cars, red cars in one team and yellow cars in another team.

Tongtong, who was still calling mom and dad when he was sixteen or seventeen months old, suddenly regressed when he was two years old and could no longer say anything.

Muzi took his son to Ningbo Kangning Hospital for consultation.

The diagnosis came quickly - Tongtong was suspected of being autistic and needed immediate intervention.

Muzi was deeply hit and depressed, but he still took action immediately and found an agency for Tongtong.

Happily, Tongtong changed quickly. When Muzi called his name, he could sometimes say "Hey".

Institutional teachers mainly use food as reinforcers to encourage children to perform desired behaviors.

If Muzi calls Tongtong's name, Tongtong can look at his mother or say "Hey", and the teacher will give him the food he likes.

2 The child's progress is slow. The mother hopes to find an institution that is social-centered and has flexible teaching. Under the temptation of delicious food, Tongtong finally responded to his name, but Muzi suspected that his son did not even know what "Hey" meant.

After learning a few single-sound imitations, Tongtong's progress began to slow down and his development entered a bottleneck period.

As time went by, Muzi felt that this teaching method could no longer keep up with the growth needs of children. After self-studying autism intervention theories such as Early Denver Intervention and gaining some intervention experience, Muzi hoped to find a more flexible and socially oriented teaching method.

Center's approach to intervention.

Note: After the rice and millet RICE models are fully launched, the comprehensive ability improvement courses will be upgraded to social interaction courses and social application courses, with early intensive behavioral intervention, structured activity and game teaching, a variety of evidence-based intervention strategies, speech intervention, and occupational therapy as the core

Empirical basis.

In May 2020, Tongtong followed her mother to Daimi and Xiaomi. After a detailed evaluation, the speech therapy supervision of Daimi and Xiaomi found that although Tongtong could not speak yet, she could make many sounds, such as "咿咿咿国叽叽叽叽叽叽叽叽叽叽叽叽困咿咿咿咿璿咿咿咿璿咿咿咿咿咿咿咿咿咿咿咿咿忿忿忿咿忿忿～咿咿咿咿翿咿忿咿忿忿咿忿忿忿忿』"""""""""""

"Da da" and so on, most of them have no real meaning.

"What he needs most is not to open his mouth, but to cultivate his motivation to communicate, and then further improve his ability to understand and express language." Da Mi and Xiaomi's speech therapy supervision decided to first develop Tongtong's pre-lingual abilities, such as: eye contact,*

**Same as paying attention, imitating, listening to instructions, waiting for turns and using gestures, etc.

And let children learn simple interactions with others and create motivation for communication.

Speech rehabilitator Xiaoyu is Tongtong's first-line teacher. Before each class, she will write game scripts in advance based on the children's interests, so that the children can learn natural expressions that suit the situation during the game.

Here, Teacher Xiaoyu shared two tips that are suitable for developing children's spoken language: 1. Find a pair of similar sounds to make it easier to speak. Example: Tongtong can pronounce a sound similar to "k", so Xiaoyu decided to teach him to say "open".

", open the door.

Tongtong likes to open and close doors. For this reason, Teacher Xiaoyu designed a game script of "opening the door": The teacher wants to take Tongtong out to play, but is blocked by the door. Before opening the door, demonstrate for him "open" and wait for the child.

After imitating it, open the door again.

2 Make trouble appropriately to create more opportunities for children to talk. Children with autism like to play by themselves, so we can make trouble for them and actively create motivation for communication.