Sample observation map of home-based education, option 2. “a diary of individual support for a student is a means of providing comprehensive support and creating an individual development trajectory
Often mothers come to the doctor with complaints about delayed speech development in their child. But in some children, with a close look, a specialist, in addition to this, sees features of the child’s behavior that differ from the norm and are alarming.
Let's look at a clinical example:
Boy S. Age 2 years 9 months. According to the mother, the child’s vocabulary is no more than 20 individual words consisting of two or three syllables. There are no phrases. The mother says that the child often has hysterics, is restless, and has difficulty falling asleep. The child's mother has no other complaints. During the examination, the doctor notices that the child does not look into the eyes, is constantly in motion, reacts by screaming if he is not given something or is forbidden. You can calm your child down only by giving him a mobile phone or tablet. Shows interest not in children's toys, but more in shiny pieces of furniture and interior design. Starting to play something, he quickly loses interest and switches to something else. Questioning the mother, it turns out that the child is very selective in food. Not potty trained, defecates only in a diaper while standing. Has difficulty falling asleep and waking up during sleep. The child underwent electroencephalography and consultations with a clinical psychologist and speech therapist. Based on the diagnostic results and clinical picture, a diagnosis of autism spectrum disorder was made.
Autism spectrum disorders (ASD) are complex mental development disorders that are characterized by social maladjustment and inability to social interaction, communication and stereotypical behavior (multiple repetitions of monotonous actions).
Back in the middle of the last century, autism was a fairly rare disease. But over time, more and more children began to appear suffering from this disorder. Statistics show that the incidence of ASD in children over the past 30-40 years in countries where such statistics are carried out has risen from 4-5 people per 10 thousand children to 50-116 cases per 10 thousand children. However, boys are more susceptible to this disease than girls (ratio approximately 4:1).
Causes of ASD.
Throughout the world, to this day, scientists studying the causes of autism have not come to a consensus. Many assumptions have been made. Among the possible factors for the appearance of this disorder in children, some hypotheses are mentioned:
Genetic predisposition hypothesis
A hypothesis based on disorders of the development of the nervous system (autism is considered as a disease caused by disorders of brain development in the early stages of a child’s growth).
Hypotheses about the influence of external factors: infections, chemical effects on the mother’s body during pregnancy, birth injuries, congenital metabolic disorders, the influence of certain medications, industrial toxins.
But whether these factors can really lead to the appearance of autism in children has not yet been clarified.
Features of mental development of children with ASD.
To understand and recognize the presence of autism in a child, parents need to carefully monitor the child’s behavior and notice unusual signs that are not typical for the age norm. Most often, these signs can be identified in children under 3 years of age.
Childhood autism is considered as a developmental disorder that affects all areas of the child’s psyche: intellectual, emotional, sensitivity, motor sphere, attention, thinking, memory, speech.
Speech development disorders: At an early age, absent or weak humming and babbling may be noted. After a year, it becomes noticeable that the child does not use speech to communicate with adults, does not respond to names, and does not follow verbal instructions. By the age of 2, children have a very small vocabulary. By the age of 3, they cannot form phrases or sentences. At the same time, children often stereotypically repeat words (often incomprehensible to others) in the form of an echo. Some children experience a lack of speech development. For others, speech continues to develop, but there are still communication impairments. Children do not use pronouns, addresses, or talk about themselves in the third person. In some cases, regression of previously acquired speech skills is noted.
Difficulties in communication and lack of emotional contact with others: Such children avoid tactile contact, visual contact is almost completely absent, there are inadequate facial reactions and difficulties in using gestures. Children most often do not smile, do not reach out to their parents, and resist attempts to be picked up by adults. Children with autism lack the ability to express their emotions, as well as recognize them in others. There is a lack of empathy for other people. The child and the adult do not focus on one activity. Children with autism do not make contact with other children or avoid it, they find it difficult to cooperate with other children, and most often they tend to withdraw (difficulties in adapting to the environment).
N violation of research behavior: children are not attracted by the novelty of the situation, are not interested in the environment, and are not interested in toys. Therefore, children with autism most often use toys in an unusual way; for example, a child may not roll the entire car, but spend hours monotonously spinning one of its wheels. Or not understanding the purpose of the toy to use it for other purposes.
Eating disorders: a child with autism can be extremely selective in the foods offered; food can cause disgust and danger in the child; often children begin to sniff the food. But at the same time, children may try to eat an inedible thing.
Violation of self-preservation behavior: Due to a large number of fears, the child often finds himself in a situation that is dangerous for himself. The cause can be any external stimulus that causes an inadequate reaction in the child. For example, a sudden noise may cause a child to run in a random direction. Another reason is ignoring real threats to life: a child can climb very high, play with sharp objects, or run across the road without looking.
Motor development disorder: As soon as the child begins to walk, awkwardness is noted. Also, some children with autism are characterized by walking on their toes, and there is a very noticeable lack of coordination of arms and legs. It is very difficult for such children to teach everyday actions; imitation is quite difficult for them. Instead, they develop stereotypical movements (performing monotonous actions for a long time, running in circles, swinging, flapping “like wings” and circular movements with their hands), as well as stereotypical manipulations with objects (sorting through small parts, lining them up in a row). Children with autism have significant difficulty mastering self-care skills. Motor clumsiness is pronounced.
Perception disorders: difficulties in orientation in space, fragmentation in the perception of the environment, distortion of the holistic picture of the objective world.
Difficulty concentrating: Children have difficulty focusing attention on one thing; there is high impulsiveness and restlessness.
Bad memory: Often, parents and specialists notice that children with autism are good at remembering what is meaningful to them (this can cause them pleasure or fear). Such children remember their fright for a long time, even if it happened a long time ago.
Features of thinking: Experts note difficulties in voluntary learning. Also, children with autism do not focus on understanding the cause-and-effect relationships in what is happening, there are difficulties in transferring acquired skills to a new situation, and concrete thinking. It is difficult for a child to understand the sequence of events and the logic of another person.
Behavioral problems: negativism (refusal to listen to an adult’s instructions, perform joint activities with him, leaving a learning situation). Often accompanied by resistance, screaming, and aggressive outbursts. A huge problem is the fears of such children. They are usually incomprehensible to others because children often cannot explain them. A child may be frightened by sharp sounds or certain actions. Another behavioral disorder is aggression. Any disorder, violation of a stereotype, interference of the outside world in a child’s life can provoke aggressive (hysteria or physical attack) and auto-aggressive outbursts (damage to oneself).
Each case of the disease is very individual: autism may have most of the listed signs in an extreme degree of manifestation, or may manifest itself only in some barely noticeable features.
Diagnosis of autism spectrum disorders
To diagnose autism, experts use the criteria of 2 international classifications: ICD-10 and DSM-5.
But the main three criteria (“triad” of violations) that can be identified are:
Violation of social adaptation
Communication disorders
Stereotypical behavior
The main diagnostic stages include:
Examination of the child by a psychiatrist, neurologist, psychologist
Observing the child and completing the Autism Rating Scale, which can be used to determine the severity of the disorder
Conversation with parents
Filling out questionnaires by parents - “Questionnaire for diagnosing autism”
Types of ASD
There are several current classifications of ASD, and the division often occurs according to completely different criteria, which, naturally, can bring some inconvenience to a person who initially has little knowledge of medicine or psychology; therefore, the most basic and frequently encountered types of ASD in practice will be highlighted below: - Kanner syndrome (Early childhood autism) - characterized by a “triad” of main disorders: difficulty establishing contacts with the outside world, stereotypic behavior, as well as delay or impairment of communicative functions of speech development . It is also necessary to note the condition for the early appearance of these symptoms (up to about 2.5 years)
It manifests itself in children in 4 forms, depending on the degree of isolation from the outside world:
Complete detachment from what is happening. This group is characterized by a lack of speech and the inability to organize the child (make eye contact, ensure that instructions and assignments are followed). When trying to interact with the child, he demonstrates the greatest discomfort and disruption of activity.
Active rejection. Characterized by more active contact with the environment than the first group. There is no such detachment, but there is a rejection of a part of the world that is unacceptable to the child. The child exhibits selective behavior (in communicating with people, in food, in clothing)
Preoccupation with autistic interests. It is characterized by the formation of overvalued preferences (for years a child can talk on the same topic, draw the same plot). The gaze of such children is directed at the person’s face, but they look “through” this person. Such children enjoy the stereotypical reproduction of individual impressions.
Extreme difficulty in organizing communication and interaction. Autism in its mildest form. Children are characterized by increased vulnerability; contact with the world ceases at the slightest sensation of obstacles. You can make eye contact with these children
Asperger's syndrome. Formed from birth. Children have an early onset of speech development, a rich vocabulary, developed logical thinking, and no impairments in mental development. But at the same time, the communicative side of speech suffers: such children do not know how to establish contact with other people, do not listen to them, can talk to themselves, do not keep a distance in communication, and do not know how to empathize with other people.
Rett syndrome. Its peculiarity lies in the fact that the development of a child up to 1-1.5 years proceeds normally, but then the newly acquired speech, motor and subject-role skills begin to disintegrate. This condition is characterized by stereotypical, monotonous movements of the hands, rubbing and wringing of the hands, which are not of a purposeful nature. The rarest of the diseases presented, almost always occurring only in girls.
Childhood psychosis. The first manifestations of symptoms are before 3 years of age. Characterized by disturbances in social behavior and communication disorders. There are stereotypies in behavior (children run monotonously in circles, sway while standing and sitting, move their fingers, shake their hands). Such children have eating disorders: they can swallow food without chewing. Their unclear speech can sometimes be an incoherent set of words. There are times when children freeze in place, like dolls.
Atypical autism. It differs from autism in its age-related manifestation and the absence of one criterion from the “triad” of basic disorders.
Correction of patients with ASD
One of the most important sections of habilitation for children with ASD is undoubtedly the provision of psychocorrectional and social rehabilitation assistance, with the formation of social interaction and adaptation skills. Comprehensive psychocorrectional work, which includes all sections and types of rehabilitation assistance, which will be described below, is, along with drug therapy, an effective means of relieving the negative symptoms of ASD, and also contributes to the normal inclusion of the child in society. Types of ASD correction:
1) Psychological correction is the most common and well-known type; characterized by a fairly wide range of techniques, of which the TEACCH and ABA therapy programs are the most widespread and recognized in the world.
The first program is based on the following principles:
The characteristics of each individual child are interpreted based on observations of him, and not from theoretical concepts;
Adaptation is increased both by learning new skills and by adapting existing ones to the environment;
Creation of an individual education program for each child; use of structured training; holistic approach to intervention.
The second program relies heavily on learning that depends on the consequences that arise after the behavior. Consequences can be in the form of punishment or reward. In this model, it is necessary to highlight the main methods, such as the procedure for creating a contour and reinforcing behavior similar to the target; method of teaching chains of behavior; method of teaching stimulus discrimination.
2) Neuropsychological correction - this type includes a set of classes consisting of stretching, breathing, oculomotor, facial and other exercises for the development of the communicative and cognitive sphere, and the classes themselves differ markedly in time and quantity.
3) Working with the child’s family and environment - first of all, this type of correction is aimed at mitigating emotional tension and anxiety among family members, since often parents of children with ASD also need help, including psychotherapeutic support and training programs (such programs are aimed mainly at developing a sense of understanding of the problem, the reality of its solution and the meaningfulness of behavior in the current family situation).
4) Psychosocial therapy - in fact, work with the child himself on the formation of cognitive, emotional and motivational-volitional resources of the individual for the possibility of further social adaptation, the need for which becomes more and more apparent as the child with ASD grows up.
5) Speech therapy correction - given the fact that impaired speech development is one of the cardinal manifestations of ASD, this type of work with the child will be an integral part of the correction program. It is characterized by a focus on the formation of vocabulary, the development of auditory attention, as well as phonetic and speech hearing.
6) Drug correction of ASD. Some forms of autism require medication for the child. For example, to improve concentration and perseverance, a doctor may prescribe vitamins and nootropic medications that improve thinking processes and stimulate speech development. And with high impulsiveness, aggression, negativism, and pronounced signs of “withdrawal,” psychotropic drugs can help. In some cases, Autism is combined with epileptic seizures. In such cases, drugs to prevent attacks are needed. Many mothers are afraid of medications. But medications are prescribed for a certain period, and not forever. Adverse events from medications are rare. And the result of the effect in most cases is worth the courage of the parents. In each case, it is necessary to individually decide what kind of therapy is needed. And the doctor must be able to clearly explain to parents all questions regarding medications.
The Children's Diagnostic Center in Domodedovo has all the capabilities for diagnosing autism spectrum disorders. Such as: examination by a pediatric neurologist, clinical psychologist, speech therapist, examination - electroencephalography, etc. As well as correction techniques, such as ABA therapy.
Adolescence is a period when turbulent
physical and mental changes, and even if they are complicated
difficult life situations for one reason or another. What's happened
a teenager who requires special supervision?
Federal Law “On Basic Guarantees of the Rights of the Child in the Russian Federation” dated
07/24/1998 takes as its basis the termite “children in difficult life
situations", i.e. children whose vital functions are objectively impaired,
children who cannot overcome difficulties on their own cannot
overcome them and his family. Therefore, such children are children at risk, children
those in need of social and pedagogical support.
Today we cannot reach all children at risk, we are working
with children with behavioral problems, i.e. with signs of maladjustment,
which,
need socio-pedagogical
support.
first of all,
A “Diary of Pedagogical Observations” is started for such children and
filled out regularly, and sometimes together with the student. He will help better
get to know the student, especially his strengths and weaknesses.
Target:
student activities
personality formation.
organization of preventive
socially significant
and work to strengthen, develop and
The “Diary of Pedagogical Observations” is kept regularly and goes
with students from class to class.
CONTENTS OF THE DIARY
1. Title page (cover).
2. Contents:
Section I “Information Sheet” (information about the owner);
Section II “Pedagogical and psychological characteristics of the student”
(characteristics per student);
III section “Educational activities” (creative works, directions
activity);
Section IV “Individual work with students” (work plan, acts, useful
information).
Section I. Information Sheet.
Student details.
This section contains information that helps social
teacher and class teacher to analyze personal data
student.
Section II. Pedagogical and psychological characteristics of
student.
Characteristics of the student.
This section contains characteristics for the student compiled
class teacher and school psychologist. Information to help
analyze the student’s character and abilities; results
psychological diagnostics.
Section III. Educational activities.
Observation of educational activities.
This section contains the results of observations and accounting
student's academic performance and attendance; as well as a description of the main forms
and directions of his educational and creative activity. Materials,
presented in this section give a broad idea of
dynamics of student’s educational activity.
Section IV. Individual work.
The content of the work.
This section contains the plan and content of work with the student and his
family.
Content
Page
Section I. “Information Sheet”
Includes student's personal information
Family composition
Parent data
Section II. “Pedagogical and psychological characteristics of the student”
General information about the student
Student's personality orientation
Volitional qualities of the student
Emotional side of character
Features of the student’s mental development
Characteristics of the student compiled by the teacher
Section II I. “Educational activities”
Educational activities
Providing assistance in studies from parents
Attendance and progress tracking
Daily observation
Quarterly progress and attendance records
Favorite school subjects
Section I V. “Individual work”
Student work plan
Family plan
Inspection reports of family living conditions
student
INFORMATION SHEET
1. Full name of the student(s) ________________________________________________________________
2. Class _______________
3. Date (day, month, year) and place of birth__________________________________________
4. Home address, home phone number, entrance code _________________________________
5. Child's family:
Mother_____
Father ______________________________________________________________________
Adults who are actually involved in raising a child:
(full name, place of work, contact phone number, education)
Family composition, its structure: ________________________________________________________________
Housing conditions ______________________________________________________________
Family relationships ____________________________________________________________
Presence of deviations from norms of behavior in the family _____________________________________
Family cultural level ________________________________________________________________
Educational potential of the family _________________________________________________
6. Child health group, diseases: _____________________________________________
7. Character of the child ________________________________________________________________
8. Personality qualities (positive, negative) _________________________________
9. The child’s position in the team________________________________________________________________
10. Educational activities:
academic performance ___________________________________________________________________
knowledge level _________________________________________________________________
motivation for learning ______________________________________________________________
lesson attendance______________________________________________________________
learning abilities ______________________________________________________________
cognitive interest __________________________________________________________
11. Labor activity:
Availability of labor skills ________________________________________________________________
preferred types of work ______________________________________________________________
participation in labor affairs __________________________________________________________
12. Extracurricular activities. Personal contribution to the life of the class, school _______________________
13. Social circle (FI friends):
At school __
out school _______________________________________________________________________
14. Does he belong to the “risk group” (from what year)? _____________________________________
15. Is he registered with the school (date of registration, reason) _______________
16. Was he registered with the school (date of deregistration) ___________________________
17. Are you a member of the regional Commission on Minors’ Affairs (date of application, reason)
______________________________________________________________________
18. Was he registered with the regional Commission on Minors Affairs (date of deregistration)
accounting) ________________________________________________________________________
19. Summons to the Crime Prevention Council (date, reason)_____________________
20. Summons to the commission on juvenile affairs (date, reason)_____________________
______________________________ _________________
(Full name of class teacher) (signature)
______________________
(year of card issue)
PEDAGOGICAL – PSYCHOLOGICAL CHARACTERISTICS
1.General information about the student:
Physical development, health status, in particular the nervous system. Conditions
life and everyday life in the family, relationships between family members, attitude towards the student
family. Identifying those aspects of family upbringing and everyday life that are revealed
personality trait of the student. The most significant facts from the biography
student.
________________________________________________________________________
________________________________________________________________________
__________________________
2. The orientation of the student’s personality:
a) the public face of the student, his aspirations and ideals.
b) the interests and inclinations of the student.
c) the student’s attitude towards the team and himself.
d) the student’s attitude towards learning and himself.
________________________________________________________________________
________________________________________________________________________
__________________________
3. Volitional qualities of the student.
Purposefulness, activity, initiative. Persistence, how to relate
difficulties encountered and how to overcome them. Discipline and degree
her consciousness.
________________________________________________________________________
________________________________________________________________________
__________________________
4. Emotional side of character:
The level of emotional excitability of the student, the strength and depth of emotional
experiences, stability of feelings. What mood predominates: liveliness or
lethargy, speed or slowness, temperament.
________________________________________________________________________
________________________________________________________________________
__________________________5. Features of the student's mental development.
How he studies and understands the material presented in class. Shows
independence, criticality in judgments and conclusions. Can he do it correctly?
express your thoughts in a consistent written form.
_____________________________________________________________________________________
_____________________________________________________________________________________
CHARACTERISTICS OF A STUDENT
Director _______________ (full name)
Cl. manager_________________(full name)
CHARACTERISTICS OF INTERPERSONAL COMMUNICATION FEATURES
STUDENTS
1. What position does the student occupy in the team?
(leader, popular, nice, unpopular, isolated, rejected)
2. How does the student feel about the team’s opinion, requirements, critical
comments?
(benevolent, serious, painful, indifferent, hostile)
3. Style of relationships with peers (calmly friendly; aggressive;
unstable; isolated)
4. Does he enjoy authority in the team?
(most boys, only girls, a small group, not
enjoys
authority)
5. Does he have friends? (only in class, outside class, and in class and outside class,
peers, older than yourself, younger than yourself, not friends with anyone)
6. In what capacity does he participate in school events?
(initiator, organizer, active participant, passive performer,
disruptor, not involved)
7. How does he carry out public assignments? (with pleasure, good,
satisfactorily,
bad, avoids assignments)
8. With whom do conflicts most often occur? (with classmates, students of other
classes, teachers, parents and relatives)
LEARNING ACTIVITIES
Opinion
student
Opinion
parents
Opinion
teachers
Options
Items,
studied with
pleasure
Items,
calling
difficulties
Items that
would like to study
additionally
PROVIDING ASSISTANCE WITH YOUR STUDIES
PARENTS
Options
Student's opinion
Opinion
parents
Completely independent
Turns out
episodic
Help (specify by
what)
It turns out to be constant
help
ACCOUNTING ATTENDANCE AND PERFORMANCE
Item
mathematics
reading
38
3 3
September
1015
1722
2 3 n 3
2 n n 3
DAILY MONITORING
2429
4 2 n n 3
For example:
№
P/
P
1
2
For example:
date
5.09.08 Came to school
Observation
With
unlearned lessons on
mathematics.
Measures, results
Message
parents
note.
through
ACHIEVEMENT AND ATTENDANCE REPORT
BY QUARTERS
1st quarter 2nd quarter 3rd quarter 4th quarter
item
having managed to pass
having time to miss
having managed to pass
And
26
26
3
3
mathematician
ika
Russian
language
And
ki
0
0
4
4
having time
omission
ki
3
4
16
16
CURRENT CONTROL
on the student’s behavior for ________ month.
date
Problem
Taken measures
OBSERVATION MAP.
No. Contents of observations
Not
Sometimes
A
Often
n
A
b
l
Yu
d
A
e
T
With
I
1
Educational activities:
ﺻ indifference;
ﺻ reluctance to learn;
ﺻ low academic performance;
ﺻ difficulty in mastering
training programs;
ﺻ systematic
failure one at a time
or several items.
Relationships with peers.
2
Class position:
ﺻ insulation;
ﺻ opposition to oneself
ﺻ micro leader position
to the team;
groups consisting of
difficult students.
Attitude towards other children:
weak and junior;
ﺻ ill-treatment
ﺻ disdainful attitude
ﺻ belonging to various
to peers;
youth groups.
3
Relationships with adults.
With teachers:
ﺻ conflict nature
relationship with one
or several teachers;
ﺻ rudeness;
ﺻ tactlessness;
ﺻ lie.
With parents:
ﺻ conflict nature;
ﺻ lie;
4
Spending free time:
ﺻ does not participate in clubs and
sections;
ﺻ spends free time outside
at home (with friends on the street);
ﺻ drinks alcoholic beverages;
ﺻ smokes;
ﺻ earns his living;
5
Work attitudes, professional
orientation.
Choosing a profession (for
high school students):
ﺻ ignorance of one’s capabilities and
abilities;
ﺻ professional
uncertainty;
ﺻ underdevelopment of those four
individuals who are needed
for the chosen profession.
ﺻ
Attitudes to work:
ﺻnegative relationships
ﺻ failure to fulfill labor
responsibilities at school and at home;
ﺻ dishonesty
6
Behavior and actions.
At school:
ﺻ absenteeism;
ﺻ violation of requirements
school discipline;
ﺻ obscene language;
ﺻ slang speech;
ﺻ damage to school property;
ﺻ disruption of lessons;
ﺻ fights.
In family:
ﺻ running away from home;
ﺻ failure to do homework
responsibilities;
Illegal acts:
ﺻ vagrancy;
ﺻ begging;
ﺻ gambling;
ﺻ drug use;
ﺻ prostitution;
ﺻ theft;
ﺻ extortion;
ﺻ damage to property;
ﺻ application of bodily
damage (fight).
PLAN FOR WORK WITH STUDENTS
Map of a student's emotional state at school
Factor structure of mood
dominant
mental
opposite
mental
state
state
funny
sad
Interesting
not interested
excitement
calmness
passivity
activity
fatigue
cheerfulness
joy
chagrin
irritation
indifference
depression
inspiration
The most interesting thing at school _____________________________________
The most uninteresting thing about school ___________________________________
Situation of concern ___________________________________
Head teacher
(FULL NAME)
_______________
I approve
ACT
surveys of housing and family conditions
from "____" _____________ 200 _ year.
minor
________________________________________________
Date of Birth
____________________________________________________
Residing at___________________________________________
In the presence ____________________________________________________
A survey of housing and family conditions was conducted
teenager
Time of examination: from____ hour ____ min. until ____ hour ___ min
Examination
established
from
______________________
Mother_____________________________________________________________
_________________________________________________________________
Father_____________________________________________________________
_________________________________________________________________
and was engaged ________________________________________________________________
Conclusion
_________________________________________________________________
_________________________________________________________________
The examination was carried out in the presence
_________________________________________________________________
Signatures
STUDENT'S FAMILY PLAN
date
Family problem
What is done
Result
Head teacher
I approve
______________
(FULL NAME)
Inspection report
social and living conditions of family life
from "____" _____________ 200 _ year.
We, the undersigned, are members of the commission consisting of:
1. _________________________________________
2. _________________________________________
3. Social teacher Full name
drew up this act in that they conducted a social survey
family living conditions.
1. Family ________________________________
2. Place of residence:
a) by registration _____________________________________________
(permanently, temporarily – underline as necessary)
b) actually _____________________________________________
c) other registration options ____________________
__________________________________________________________
d) not
consists of
accounting
_______________________________________
3. Social status of the family:
(large family; adopted; student; family where they live
parents (one of the parents) disabled people of groups 1 and 2; family where
parents
(one of the parents)
minors;
family,
raising a disabled child; family of refugees or forced
migrants; family where parents (one of the parents) are unemployed
(registered with the Employment Center); family where parents (one of
parents) with alcohol addiction; family where parents (one of
parents) with drug addiction.)
4. Family well-being:
(mobile phone; car, other vehicles;
land plot, dacha; garage, cellar; fridge; sewing machine;
washing machine; TV; video equipment, audio equipment,
computer, telephone, musical instruments; agricultural
cars with motors, library (more than 50 books).
(emphasize existing property)
5. Characteristics of the living space:
(improved apartment, experimental apartment,
“Khrushchevka”, “Brezhnevka”, full-length, apartment for a small family
type with all amenities, small-family apartment with partial
amenities, a room in a communal apartment, a private house with
partial amenities or no amenities, private house with all
amenities, dilapidated housing, number of rooms in the apartment (in the house) _______).
(underline appropriate options)
6. Housing status:
(belongs to your family as property
(privatized or acquired); is the property of yours
relatives; is in municipal ownership (not
privatized);
belongs to the department
to the enterprise;
You
is removed).
(underline appropriate options)
7. Dimensions of living space per 1 member of your family
(less than 7 m; 79 m; over 12 m)
a) Availability of a separate room for children
(Not really)
8. Sanitary culture.
(cleanliness of the room, presence of insects (fleas, flies, cockroaches and
etc.), air freshness, air-thermal conditions, frequency
cleaning the premises, having clean clothes for children, changing bedding
linen, etc.).
(underline appropriate options)
9. Economic situation of the family.
Indicate the main sources of income for your family.
(underline appropriate options)
a) Salaries of family members
Father (up to 3,000 rubles; 3,0005,000 rubles; over 6,000 rubles)
Mothers (up to 3,000 rubles; 3,0005,000 rubles; over 6,000 rubles)
b) Pensions (age, survivor, disability)
_________________________________________________________
c) State monthly child benefit, child benefit
unemployment; monetary payments (for guardianship, foster family). Scholarships,
alimony, other (what exactly)
______________________________________________________
d) Additional sources:
(one-time additional work, one-time work, permanent additional
work, income from subsidiary farming (garden plots)
(land area ______, breeding birds, livestock, etc.),
______________________________________________________________
financial assistance from relatives, income from the rental of property
rent, other ____________________________, no sources
we have no income).
e) Estimate the average monthly income of your family.
(for the last 3 months, i.e. how much money is accounted for
one family member. To do this, add up your salary, bonuses, profits,
pensions, benefits, financial assistance, odd jobs and others
cash receipts, then divide the resulting amount by
number of members in your family).
(up to 300 rubles, from 300 to 400 rubles, from 500 rubles to 700 rubles, from 700 rubles to 100
rub., 100 rub. up to 1,500 rub., from 2,000 rub. up to 2,500 rub., from 3,000 rub. until 3
500 rub., from 4,000 rub. up to 4,500 rub., over 5 rub.)
10.
(what benefits does this family enjoy and how much per month,
Implementation of social benefits.
underline the appropriate options)
housing and communal benefits _______________________________ ;
benefits for paying for the maintenance of children in preschool educational institutions
_____________________;
free school meals ___________________________________;
free medicines __________________________;
benefits for using telephone and radio broadcasting point
____.
Difficulties and problems that concern the family.
11.
(unsatisfactory financial situation (increase in monetary
family income); employment, job change, fear of losing a job;
poor living conditions (solving the housing problem, changing
residence); the problem of raising and educating children; state
children's health; health status of adult family members; addiction
family members; alcoholism of family members; family personal safety;
lack of mutual understanding in the family; upcoming large expenses,
acquisitions).
12.
(material, solving housing problems, medical, legal,
Types of assistance needed by the family.
socio-pedagogical, psychological-pedagogical, problem solving
employment).
13.
Conclusion of the commission ___________________________________
“____” ____________ 200__ Signatures of the commission members
(date of completion) ____________ / Full name /
The behavior of a child with autism spectrum disorder often causes a lot of difficulties for his parents. The reason for this is the lack of the ability of such children to communicate with people in order to get what they want using behavioral models accepted in society. To get rid of unwanted behavior, you need to help your child learn to interact constructively with people when it comes to his needs and wants.
Steps
Planning
- Here's what entries in such a journal might look like: At 4.30, Petya came into the kitchen and grabbed two cookies. When I told my son to put the cookies back, Petya threw a tantrum. When he calmed down, I gave him a cookie.
- After the math lesson, Masha and her classmates went to the school assembly. While we were waiting for the event to start, Masha got nervous and started gnawing on her fingers. The girl became more and more angry and after some time began to fiercely bite her hands. The teacher's aide took her to an empty classroom, where the girl was able to calm down.
-
Keep an observation diary for several days, then try to determine the cause of the unwanted behavior.
- Petya's hysteria occurred due to the fact that the desired object (cookies) was taken away from him, which he took without permission. Supposed cause of hysteria: perhaps at 4.30 the boy feels very hungry and tries to express through his behavior that he needs food.
- Masha started biting her hands before the start of the school assembly. Such events are usually very noisy; perhaps loud sounds and noise frighten the girl or cause her severe discomfort. The girl’s excitement due to the unpleasant sensations during the ruler was expressed in the form of bites on her hands.
- Do not forget that the reasons that cause breakdowns and tantrums in an autistic child are not always clear and obvious to ordinary people. For example, you are unlikely to immediately understand why a child is always nervous in one bathroom, but not in another. The reason may be that in the first case the child is bothered by a flashing light or the sound of a fan, while in the second case there are no such irritating factors, but the child himself is not able to explain this.
-
Fix the original problem. Avoid the stressor that triggers the behavior and teach your child how to cope if he does encounter the trigger. If you are able to resolve the problem, the problem behavior will become less pronounced and occur less frequently (extinct).
If the problem behavior does not decrease, it means that you have not yet found the right solution to the original problem, or the child’s developmental level does not allow him to cope with the difficulties. You need to continue to keep a log of observations and try to understand the roots of the original problem of unwanted behavior.
- Explore how people with autism spectrum disorder cope with situations similar to yours. On the Internet you can find many sources where people with autism share their experiences. If you speak English, the hashtag #AskAnAutistic will help you find such people and ask them for advice.
-
Look what you got. If you can correctly identify the problem of the unwanted behavior and provide a solution that helps the child, he or she will likely begin to use the learned strategy instead of the unwanted behavior. It will take a lot of time and patient reminders, but if the child is able to use a new strategy, he will do it.
- When your child uses the same, undesirable strategy, calmly remind him that he needs to do something differently: “What should you say if you want a cookie?”
- The child's needs cannot be ignored. If your child finds himself in a situation that makes him tired or fearful, help him cope with the problem, regardless of whether the child is responding “correctly” or “wrongly.” The child needs to know that you will always come to the rescue when he feels bad.
-
Encourage any manifestation of initiative. If the child used a constructive method (for example, expressed his feelings in words or took an “anti-stress” toy), reward the child for the correct behavior. Explain to your child that you are pleased when he monitors his condition and takes actions to get what he wants.
- For example: “Masha, you’re great! You said that now you feel unpleasant and bad. Now I understand what’s going on, and I’ll help you avoid such situations.”
Choose only one type of unwanted behavior to work on. Each type of negative behavior has its own cause, so the solution in each case will be individual. More often than not, it is very difficult or even impossible to address all behavior problems at once. Additionally, if you focus all your efforts on solving one specific problem, you are more likely to succeed.
If possible, talk to your child about his behavior. If your child can explain why he is acting this way, this will help you begin to work on solving the problem. In some cases, unwanted behavior is a child's way of solving a problem (for example, a child banging on a desk in class to drown out sensory stimuli that are causing him discomfort). In this case, you need to teach your child other ways to help him cope with problems.
Keep an observation diary if your child cannot explain his behavior. To determine the possible causes of a particular unwanted behavior, keep a special diary and write down in it what exactly happened, what events preceded the unwanted behavior and what followed this behavior. This will be less reliable than an explanation received directly from the child, but if your child is nonverbal and unable to use alternative communication methods, taking notes is the best thing you can do.
Be friendly and maintain a positive attitude
-
Believe in the best. First, try to recognize that the child is capable of developing, that he has good intentions, and also tell yourself that the child is already trying his best. Help your child develop and reach his goals. Your optimism will help inspire your child and achieve positive results.
Tell yourself that there is no such thing as meaningless behavior. Even if the behavior seems devoid of any meaning to you, it serves some purpose for the child or helps him express himself. There really is a reason, you just can’t figure out what it is yet.
Be careful when trying to determine the motives behind unwanted behavior. Each person has a unique way of thinking, and the differences are especially significant between autistic and non-autistic people. The reasons for your child's behavior may be completely opposite to what you think about it.
-
There is no need to confuse “he can’t” and “he won’t be able to.” Mastering skills and abilities is a non-linear process. If a child is stressed or tired, he often cannot perform activities that he would otherwise be able to do. If a child resists your attempts to force him to do something, it is quite possible that he is not able to do what is required at the moment, or simply does not understand what you want from him.
- For example, instead of: “Artem is angry and cannot tell me what the reason is. It’s so difficult with him!”, Try telling yourself: “Artem is angry and cannot tell me what the reason is. Most likely, he is too angry and does not can speak. I'll help him calm down, maybe then he can explain what's going on."
- Excess sensory input, extreme fatigue, stress, seizures, anxiety and many other factors can affect a child's level of functioning. For example, your daughter usually puts her own dishes in the dishwasher after eating. However, if the girl did not sleep well at night, and the lid of a boiling pan was knocking in the kitchen, the child will feel very tired and will not be able to clear her plate. Let your child know that you care about him and autism does not affect your attitude. A child cannot be allowed to think that he is a burden to the people around him. Your child needs to know that you don't expect him to pretend to be "normal." Encourage your child to develop his strengths, emphasize his uniqueness and convey that you love him for who he is.
- Choose one specific behavior that you want to change: for example, you want your child to stop throwing food during meals.
- Determine what exactly happens before the unwanted behavior occurs - this will help you determine its cause. Maybe the autistic child finishes eating before everyone else at the table? Is there any way to eliminate or change the cause of the unwanted behavior? For example, you can offer your child something to do at the table while everyone finishes their meal.
- Do not forget that the child’s behavior is his attempt to communicate and explain something: “I’m scared!”, “I’m bored!”, “Pay attention to me!”, “I’m angry,” and the like. The way your child communicates his or her needs may or may not be appropriate in the situation, but you need to try to understand what is bothering the child. This will help you find possible solutions to the behavior problem.
Warnings
- It must be remembered that many factors that ordinary people do not even notice are significant for autistic children. For example, your child may become nervous if you have always served dinner on the same plates but today you took different dishes, if someone sits in the wrong place at lunch, if the child usually eats dinner after taking a bath but today you set the table earlier, and so on. , Spain: elaborar un plan de intervención para mejorar la conducta de un niño autista,Portugues: Fazer um Plano de Intervenção Comportamental para uma Criança Autista
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on keeping observation diaries.
For the tutor’s successful work, he is required to conduct the following documentation:
Recommendations from specialists for working with a child with disabilities.
Diary of observations of a child.
Types of diaries:
1. A diary in which the tutor records significant manifestations of the mentee’s behavior in order to track the dynamics of the mentee’s educational and social life. In addition to the characteristics of the child’s behavior, the tutor records both his own actions and the actions of the teacher; emotional reactions to a particular situation.
Daily diary entries will help you track how the child is involved in tasks, in communication, what is changing, and what difficulties he faces.
2. A diary as a form of attachment to reporting to a higher psychological and pedagogical authority. This form of reporting must be maintained in accordance with the requirements of this authority. The logic of a document of this kind presupposes the presence of a date of entries, a goal (it can be general, at the beginning of the diary), tasks, methods used and a mark like “successful - failed”.
3. A diary as a way to inform parents about the life, studies and successes of their child. Thanks to this form of diary, parents will be able to fully imagine the picture of their child’s life at school and understand how the learning process is going. Often, reading a tutor's notes can be very useful for parents, as it allows them to come to the realization that their child is successful in activities and can lead an active life without their participation.
The tutor can keep any other records that help to objectively assess the child’s capabilities; identify problems that need to be addressed; formulate specific tasks in working with a given student; draw up an individual work plan. For example, at the beginning and at the end of the semester or academic year, fill out the table of development of basic skills proposed by I.V. Karpenkova:
Table of development of basic skills
| Child activity | Does + Doesn't always do +- It does, but rarely -+ Doesn't - |
| Route activities | |
| Knows where the locker room is; when arriving at school, he goes to the locker room, to the appropriate place; hangs outerwear on a hanger, changes shoes, also hangs a bag of shoes on a hanger | |
| Takes his briefcase and goes to his class | |
| Finds his place in the class; takes out the necessary things from the briefcase, in accordance with the lesson; the briefcase is placed in the appropriate place | |
| During the lesson, stays in the classroom, sits or moves as directed by the teacher. | |
| After class, changes textbooks and notebooks for the next lesson | |
| During recess, together with other students, under the guidance of the teacher, he leaves the classroom, walks in the recreation area or goes to the cafeteria, gym, other classes, and after lessons to the locker room. | |
| After class, collects all things in a briefcase | |
| Other | |
| Vital activity (self-care skills)
| |
| During class (or during recess) he may ask to go to the toilet | |
| Can go to the toilet independently during recess | |
| Washes hands before eating and after using the toilet | |
| While in the dining room, he eats | |
| Other | |
| Communication activities | |
| Follows teacher's instructions | |
| Can repeat actions after the teacher | |
| Looks at the teacher | |
| Asking questions | |
| Answers the questions | |
| Raises hand when he knows the answer | |
| May, at the teacher’s request, leave his desk and answer at the blackboard | |
| Copies what other students do if he doesn’t keep up with the teacher | |
| During recess he communicates with peers | |
| Other | |
| Educational activities | |
| Can write independently | |
| Can independently open a textbook or notebook in the right place | |
| Uses not only a pen, but also other stationery supplies, in accordance with the task | |
| Draws | |
| Uses paints, markers, crayons | |
| Other | |
| Ethics of relationships | |
| Says hello (goodbye) in accordance with the situation | |
| Addresses teachers as “you”, peers – as “you” | |
| Waiting for everyone to wait | |
| Helps others when asked | |
| Helps others, without being asked, depending on the situation | |
| Congratulates and expresses joy at the success of others | |
| Worries about others in sad situations | |
| Other | |
| Awareness of oneself and the meaning of study | |
| Rejoices in praise | |
| Understands and is serious when his actions are criticized | |
| Seeks to correct his behavior or assessment | |
| Expresses varying degrees of interest in topics and lessons | |
| Likes some things more, some less (draw, move, listen) | |
| Other |
Agreed I approve:
at MS School Director of the Center "Trust"
Head of MS _____________Goberkorn A.Ya.
Vostrikova N.I. "______" _____________2014
An observation diary is one of the main documents that allows you to track the dynamics of a student’s development.
The tutor fills out a diary based on personal observations and diagnostic results.
-dynamics student development;
Analysis of the results of psychological and pedagogical monitoring.
4. Deadlines for filling: daily.
To be fixed:
State of the senses.
Features of attention - stability, switchability, volume, attractiveness.
Peculiarities of perception and comprehension of educational material - whether he quickly grasps the main thing, mastering new material, how the teacher understands the explanation, the ability to establish cause-and-effect relationships.
Features of understanding and reproducing educational material - memory processes, memorization strength, what is better remembered (numbers, facts, descriptions), accuracy of reproduction, conditions favorable to accuracy of reproduction, for example, the use of clarity.
Features of speech - speech defects, understanding, vocabulary, written speech.
Peculiarities of mastering educational material - attitude to individual academic subjects, the ability to apply knowledge in new conditions.
Academic performance - general, in subjects, facts that affect academic performance during the academic year or over several years of study.
Features of cognitive interests - absent, weak, awareness of interests, their motivation, special interests in something, inclination towards any type of activity, career orientation.
Personality characteristics - general characteristics of behavior, compliance with the school regime, the requirements of adults, attitude towards the social life of the team, what public duties, assignments he has and how he fulfills them.
Relationships with the team - position, authority in the team, what determines this position.
Character traits - a clear expression of the positive and negative aspects of character, the prevailing mood and what causes it (sullenness, apathy, euphoria, dysphoria), the presence of strong-willed character traits, attitude towards one’s own defect.
DIARY OF PEDAGOGICAL OBSERVATIONS
FULL NAME.
Class
GOU Skosh VIII type No. 482
Class teacher: Natalya Viktorovna Izmestyeva
- FULL NAME ________________________________________________
- Class 2 "A"
- Date of Birth _______________________________________
- Home address, home phone number______________________________
- Child's family:
Mother Full name, place of work ___________________________________
Father Full name, place of work__________________________________________
- Housing conditionsA 3-room apartment in which a mother, father, three children and relatives of the father live. The apartment is for sale.
- Family relationshipselements of dictatorship on the part of the father can be traced. Mom has no opinion of her own and agrees with her husband in everything.
Presence of deviations from norms of behavior in the familyThe father's behavior is inappropriate - he reacts to any comments regarding Vlad with outbursts of anger. He begins to speak in a raised voice, insult the interlocutor, not paying attention to his gender, age and status.
Educational potential of the familyParents are characterized by a low level of general and pedagogical culture, an inability to properly organize family leisure, and family life in order to overcome mistakes made in raising children.
- Child's characterhot-tempered - easily upset, offended. He tries to eliminate the causes of his grievances with the help of abuse and fists. Not sensitive to others.
- Personality qualities (positive, negative)Positive qualities include independence and curiosity. Negative ones include short temper, unreasonable dissatisfaction, pugnacity.
- The child’s position in the teamis at the junction of neutral / rejected
- Educational activities:Difficulty mastering program material and needs constant help from adults.
Knowledge level characterized by low performance.
Motivation for learning low.
Lesson attendanceregular, but without interest. Doesn't understand the learning task.
- Extracurricular activities. Personal contribution to the life of the class, schoolloves to participate in school-wide events and competitions.
Classroom teacher Izmestieva N.V. _______________
date
PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS
F.I. came to GOU Skosh VIII type No. 482 in the direction of the district PMPK. Previously, he studied at State Educational Institution Secondary School No. 1049, where he duplicated his studies in 2nd grade.
Outwardly, the child is neat, cultural and hygienic skills are sufficiently developed. Comes to school in clean clothes, combed and neat. Physical development corresponds to age. He loves sporting events and physical education classes.
The level of training is low. The learning process is very difficult for him. Distracted during lessons, attention is unstable - it is difficult to fixate for a short time. Vlad gets tired quickly, loses interest in classes, and is inattentive. Thinking is concrete, slow-moving. Memory capacity has been reduced. Knowledge about the world around us is unsystematic and fragmentary. Logical operations: analysis, synthesis, comparison, generalization at the formation stage.
Reading is syllable-by-syllable, abrupt, monotonous. Emphasizes the intonation of the text using a model. Consistent retelling only based on clarity or leading questions. The hidden meaning of the text is determined with the help of the teacher.
Independent writing is slow and sloppy. Sometimes he misses letters in words, rearranges letters and syllables in complex words, letters of different sizes. Copies easily from printed and handwritten text; writing from dictation is difficult. Doesn't complete Russian language assignments on his own and requires repeating the teacher's verbal instructions several times.
Counts forward and backward within 20, names “neighbors”, numbers, can count from a given number to a given number, performs counting operations with difficulty. When solving problems, it is difficult to write down a brief condition. The construction of geometric figures is carried out with the help of the teacher.
Relationships with classmates are difficult. Vlad pushes the guys away from him: he constantly tries to offend someone, call them names, and is often aggressive. In conflict situations, he prefers to solve the problem with his fists, or calls his father and older brother to complain.
Vlad violates the rules of behavior for students at school: during breaks, he runs away to the 4th floor (to his older brother) without permission, goes to the cafeteria, uses obscene expressions in his speech, insults students and opens his hands.
Classroom teacher
date
SYSTEMATIC OBSERVATION
FOLLOWING STUDENT CONDUCT
Classroom teacher Izmestieva N.V. _____________
Classroom teacher Izmestieva N.V. _____________
Classroom teacher Izmestieva N.V. _____________
Classroom teacher Izmestieva N.V. _____________
Classroom teacher Izmestieva N.V. _____________
Classroom teacher Izmestieva N.V. _____________
Classroom teacher Izmestieva N.V. _____________
Classroom teacher Izmestieva N.V. _____________
OBSERVATION MAP
Rarely | Sometimes | Often |
||
Educational activities:
| ||||
Relationships with peers. Class position:
Attitude towards other children:
| ||||
Relationships with adults. With teachers:
With parents:
| ||||
Behavior and actions. At school:
|
Classroom teacher Izmestieva N.V. _____________
