Kukho iifom ezininzi ze-ABA. Yintoni Efanelekileyo Yomntwana Wakho?
Ukuhlaziywa koBuchule bendlela yokuSebenza (ABA) ngokuqhelekileyo kuchazwa ngokuthi "umgangatho wegolide" xa kuziwa kwi-autism therapy. Kodwa unabasebenzi bayo. Abanye abantu (abasebenzisayo abasebenzisa i-autistic self-advocates) banomuvo wokuthi ubugcisa buyadelela kwaye, kwiimeko ezininzi, zikhohlakele kumntwana.
Iingcali ezimbalwa zixelela abazali ukuba i-ABA iyona nto ibaluleke kakhulu kubantwana abanesimo esibi kakhulu se-autism-kwaye batusa ukuphuhliswa okanye ukudlala unyango endaweni ye-ABA.
Ukuphuhliswa kunye nokudlala unyango lujolise ngakumbi ekusebenzisaneni, ekunxibelelaneni nasekukhuleni ngokomzimba ngelixa i-ABA (ingamangalisi) igxininise ekuziphatheni kuphela.
Eyona nyaniso kukuba abantwana banokufumana unyango lophuhliso kunye nokuziphatha, ngoko ke ukhetho alukho imfuneko. Kodwa ngaba i-ABA ingafanelekanga ngokwenene abantwana abaphezulu abasebenza nge-autism?
Kutheni Akukho Mnye "Ogqithiseleyo" Ukuguqulwa kokuziphatha
Ukuziphatha, ngokwayo, yindlela nje yokufundisa ukuziphatha okufunayo ngokunikela ngembuyekezo yokuthotyelwa (okanye imiphumo yokungathobeli, nangona ukuqiniswa kakubi kuye kwaphuma kwindlela kwiminyaka yamuva). Sisebenzisa indlela yokuziphatha xa sisithi "uya kufumana i-dessert xa ugqiba ipeas yakho," okanye "unokuphuma kunye nabahlobo bakho ukuba uhlambulula igumbi lakho." Iindawo zokusebenzela zisebenzisa ubuchule bokuziphatha xa bekhuthaza abantu ukuba bafikelele kwiinjongo ezithile.
Ukunyangwa kwezenzo kusebenza kubantwana abaninzi abane-autism.
Injongo yonyango lokuziphatha kukunceda abantwana bafikelele kwiqondo lobuchule bokukhula koontanga. Le nkqubo ikhethwe ngabanye ukuba idibanise imimandla yamandla kunye nendawo ebuthathaka kumntwana ngamnye. Ngoko ke, nokuba abantwana abaphezulu banokuzuza kwiinkatho zokuziphatha.
Kutheni i-ABA ingenakunikelwa ngendlela efanelekileyo kumntwana wakho
I-ABA yindlela yokwelapha ekufundiseni abantwana abane-autism. Ngaloo ndlela, kaninzi kunikezelwa kumxholo we-classist "autism classroom" osebenza ngokukodwa abantwana abaneempawu ezinzima. Uninzi lwabantwana abachitha imihla yabo kwi-"classist classroom" bachitha ixesha elincinci okanye akukho xesha kwimimiselo yezemfundo jikelele. Ukuba unomntwana ophezulu osebenzayo ngengqondo nangendlela yokuziphatha ekwazi ukufunda kwi- classroom yokufundela jikelele , "i-autism classroom" inokuba yinto efanelekileyo .
I-ABA inokunikwa kwakhona kwisimo esisodwa. Oku kunokuba luncedo kakhulu kumntwana ofunda izakhono ezisisiseko okanye ongakakwazi ukubandakanya noontanga kwibala lokudlala okanye kwelinye ilungiselelo. Ngomntwana osebenzayo ophezulu, kunjalo, i-ABA kufuneka inikwe kwiindawo "zehlabathi langempela". Ukuba i-ABA therapists ayinakukwazi okanye ayizimisele ukusebenzisana nomntwana wakho kwisimo sendalo , i-ABA ingaba yinto efanelekileyo.
Ngokwe-Lovaas Institute kunye nabanikezeli abaninzi be-ABA, i-ABA kufuneka inikezwe ngeeyure ezininzi ngeveki ( iiyure ezingama-40 "zilungele" ). Kulo nqanaba lobunzima, akunakwenzeka ukuba umntwana angene nantoni na ngaphandle kweyeza ngaphandle kwesikolo.
Akukho midlalo, akukho mculo, ayikho ixesha eliphantsi - ngaphandle kokuba u-ABA usebenza ngokusemthethweni nomntwana ngexesha lakhe emva kwemisebenzi yesikolo. Ukuba unomntwana onokukwazi ukuthatha inxaxheba kwimisebenzi eqhelekileyo, kwaye i-ABA iya kwenza loo mi sebenzi ingenakwenzeka, i-ABA inokukhetha ngokungafanelekileyo.
Indlela i-ABA ifanele ibe yenziwe ngayo ngokweziNto zabaSebenzi abaPhezulu
Ngaba kunokwenzeka ukuba umntwana ophetheyo asebenze kakhulu kwi- Analysis Behavior Analysis (ABA)?
I-Lovaas Institute, ekhethekileyo (kunye novulindlela) i-ABA ye-autism, inika le ngcaciso:
Ngokubanzi, kukho idatha encinane ekhoyo kwiinkcazo eziphandulwe ngontanga, amacandelo ophando othelekisa iziphumo zokuziphatha ngendlela yokuziphatha "ephantsi ukusebenza" kunye nabantwana "abaphezulu".
Kungakhathaliseki, ezi ngongoma zilandelayo zifanele zenziwe:
- Injongo yonyango lokuziphatha kukunceda abantwana bafikelele kwiqondo lobuchule bokukhula koontanga. Ukunyangwa komzimba akuyona nje inkqubo yokufundisa umntwana ukuba athethe, okanye acele, okanye athathele izinto. Yinkqubo epheleleyo ejongene nokufundisa iimpawu eziyinkimbinkimbi kunye nezakhono zentlalo ezifana nokuqonda ubuso kunye nokuziphatha kwabanye abantu, ukuphuhliswa kokuziphatha kwentsebenziswano, ukuzithethelela, nokuxoxa noontanga kwiintlobo ezahlukeneyo kunokuba uluhlu lwezinto ezithandayo .
- Ulwaphulo lwendlela yokuziphatha lubukeka luhluke kakhulu kumntwana ophantsi "osebenzayo" kunye "nomsebenzi ophezulu " nge autism. Ukongeza kwizilingo ezidityanisiweyo, ezinye iinkqubo zokuziphatha ezizenzekelayo ezifana nokufundisa okungahambiyo, imodeli yevidiyo kunye nokuveliswa kwendalo yendalo ingagxininiswa ngakumbi.
- Uphulo lokuziphatha luzama ukunceda umntwana ukuze afunde kwizicwangciso ezingaphantsi kwexesha elizayo (umzekelo, kumaqela oontanga). Nangona kunjalo, nakwezinye izicwangciso ezicwangcisiweyo, imigaqo yokuhlalutya kokuziphatha okusebenzayo ihlala iqhosha kwimpumelelo yomntwana. Ezinye zezi migaqo zibandakanya: 1) ukucacisa ukuziphatha okulinganayo kwenguqu, 2) uphando ngomsebenzi wokuziphatha okungafanelekanga, 3) ukuqinisa ukuziphatha okufanelekileyo, kunye 4) ukuhamba ngokulinganayo rhoqo.
Isishwankathelo, abazali abagxotha unyango ngenxa yokuthi baxelelwe umntwana wabo sele sele "uphezulu ukusebenza" bangaphuthelwa ngoncedo olungenelelo. Inhlangano ehloniphekileyo ejolise ekuphatheni ukuziphatha kwabantwana abane-autism kufuneka ikwazi ukuvavanya umntwana ize ixoxe nabazali iinjongo ezithile kunye nezicwangciso zokufundisa ezisusela kumandla kunye neemfuno zabo. Abazali banokugqiba isigqibo malunga nokufaneleka kokunyanga kwonyana okanye intombi yabo.
> Imithombo:
> Cohen, Howard, Amerine-Dickens, Mila, Smith, Tristram. (2006). Ukwelashwa Kwendlela Yokuziphatha Ngokuqala: Ukuphindaphinda kweModeli ye-UCLA kwi-Setting Community. Umbhalo woPhuhliso lwezoPhuhliso kunye neZenzo zokuPhepha, 27 (2), 145-155.
> Downs, Andrew & Smith, iTristram. (2004). Ukuqonda Umoya, Ukubambisana, kunye Nokuziphatha Kwezentlalo kwi-High-Operational Children with Autism. Umbhalo we-Autism kunye noPhuhliso lweNtuthuko, 34 (6), 625-635.
> Lovaas, OI (1987). Inkqubo yokuziphatha kunye nemisebenzi eqhelekileyo yemfundo neyengqondo kubantwana abancinci be-autistic. I-Journal ye-Consulting ne-Clinical Psychology, 55, 3-9.
> Smith, T., Groen, AD, Wynn, JW (2000). Uvavanyo olungalindelekanga lokungenelela kwangaphakathi kubantwana abane > obanziyo > ingxaki yokuphuhliswa. Umbhalo waseMerika weMilo yokuLawula, i-105, i-269-85.
> I-Sallows, iGlen O. & Graupner, uTamlynn D. (2005). Unyango olunzulu lweZenzo zoBantwana abane-Autism: IsiPhumo seminyaka emine kunye neengcebiso. Umbhalo waseMerika kwiNgqondo yokuLinda, 110 (6), 417-438.