fix(blog): restore live-site tables in migrated articles
- restore semantic table markup across English, Spanish, and Arabic posts - match live-site table styling and caption formatting - preserve tables and normalize contained links and assets during extraction
This commit is contained in:
@@ -55,25 +55,41 @@ draft: false
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## أمثلة عملية
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المكان / الوقت
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المهمة أول
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ثم المكافأة
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الصباح
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تنظيف الأسنان
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مشاهدة الرسوم المتحركة
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المجتمع
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التسوق من البقالة
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زيارة الحديقة
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<table>
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<thead>
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<tr>
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<th>المكان / الوقت</th>
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<th>المهمة أول</th>
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<th>ثم المكافأة</th>
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</tr>
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</thead>
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<tbody>
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<tr>
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<td>الصباح</td>
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<td>تنظيف الأسنان</td>
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<td>مشاهدة الرسوم المتحركة</td>
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</tr>
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<tr>
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<td>المجتمع</td>
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<td>التسوق من البقالة</td>
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<td>زيارة الحديقة</td>
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</tr>
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<tr>
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<td>المدرسة</td>
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<td>كتابة الاسم</td>
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<td>اللعب بصندوق الحواس</td>
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</tr>
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<tr>
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<td>العيادة</td>
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<td>إكمال النشاط</td>
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<td>وقت الآي باد / الجهاز اللوحي</td>
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</tr>
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</tbody>
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</table>
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المدرسة
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كتابة الاسم
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اللعب بصندوق الحواس
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العيادة
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إكمال النشاط
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وقت الآي باد / الجهاز اللوحي
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## نصائح للنجاح
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@@ -93,7 +109,7 @@ draft: false
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- متجر AIA القادم : قريباً ستتمكّن من الوصول إلى مجموعة متنوعة من أدوات الدعم البصري، بما في ذلك بطاقات "أولاً/ثم" ومجموعات PECS، عبر متجرنا الإلكتروني. ترقّبوا التحديثات.
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Previous Post
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Previous Post
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###### [التعزيز الإيجابي في علاج تحليل السلوك التطبيقي (ABA) لتشجيع تطوير المهارات](positive-reinforcement-techniques)
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@@ -49,23 +49,40 @@ draft: false
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## الفوائد الرئيسية للأطفال المصابين بالتوحد من التعزيز الإيجابي
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الفائدة
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كيف تساعد
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التعاون واتباع الروتين
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يساعد الطفل على توقّع النتائج والشعور بالأمان
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تقدير الذات
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التجارب الناجحة تعزز الثقة بالنفس
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<table>
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<thead>
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<tr>
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<th>الفائدة</th>
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<th>كيف تساعد</th>
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</tr>
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</thead>
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<tbody>
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<tr>
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<td>التعاون واتباع الروتين</td>
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<td>يساعد الطفل على توقّع النتائج والشعور بالأمان</td>
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</tr>
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<tr>
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<td>تقدير الذات</td>
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<td>التجارب الناجحة تعزز الثقة بالنفس</td>
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</tr>
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<tr>
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<td>مهارات التواصل والتفاعل الاجتماعي</td>
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<td>يشجّع الطفل على التفاعل مع مقدمي الرعاية</td>
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</tr>
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<tr>
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<td>إدارة الانتقال بين الأنشطة</td>
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<td>يقلل من القلق المصاحب للتغيرات أو التنقلات في الروتين</td>
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</tr>
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<tr>
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<td>اكتساب المهارات</td>
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<td>يُقسّم المهام المعقدة إلى خطوات بسيطة يمكن تعلمها بشكل تدريجي وفعّال</td>
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</tr>
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</tbody>
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</table>
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مهارات التواصل والتفاعل الاجتماعي
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يشجّع الطفل على التفاعل مع مقدمي الرعاية
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إدارة الانتقال بين الأنشطة
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يقلل من القلق المصاحب للتغيرات أو التنقلات في الروتين
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اكتساب المهارات
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يُقسّم المهام المعقدة إلى خطوات بسيطة يمكن تعلمها بشكل تدريجي وفعّال
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## دليل خطوة بخطوة للوالدين
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@@ -99,7 +116,28 @@ draft: false
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- بطاقات "أولًا/ثمّ" (First/Then): "أولًا أنهِ واجبك، ثمّ العب في الخارج."
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- مثال على جدول "أولًا / ثمّ" (First / Then) أولًا... ثمّ... ارتدي بيجامتك اختر قصة قبل النوم أنهِ 5 مسائل رياضيات 5 دقائق من استخدام التابلت
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- مثال على جدول "أولًا / ثمّ" (First / Then)
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<table>
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<thead>
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<tr>
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<th>أولًا...</th>
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<th>ثمّ...</th>
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</tr>
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</thead>
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<tbody>
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<tr>
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<td>ارتدي بيجامتك</td>
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<td>اختر قصة قبل النوم</td>
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</tr>
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<tr>
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<td>أنهِ 5 مسائل رياضيات</td>
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<td>5 دقائق من استخدام التابلت</td>
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</tr>
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</tbody>
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</table>
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### 5. تعزيز السلوك الإيجابي: عزز الجهد، وليس فقط النتائج
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@@ -109,39 +147,71 @@ draft: false
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## الأخطاء الشائعة وكيفية تجنبها
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الخطأ
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الحل
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تأخير المكافآت
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استخدم مؤقتًا لتحديد اللحظة المناسبة
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تعزيز السلوك غير المرغوب فيه
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قدّم المكافأة فقط بعد السلوك الصحيح
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<table>
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<thead>
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<tr>
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<th>الخطأ</th>
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<th>الحل</th>
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</tr>
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</thead>
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<tbody>
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<tr>
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<td>تأخير المكافآت</td>
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<td>استخدم مؤقتًا لتحديد اللحظة المناسبة</td>
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</tr>
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<tr>
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<td>تعزيز السلوك غير المرغوب فيه</td>
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<td>قدّم المكافأة فقط بعد السلوك الصحيح</td>
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</tr>
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<tr>
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<td>استخدام الرشوة</td>
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<td>خطط للمكافآت مسبقًا، ولا تنتظر نوبات الغضب</td>
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</tr>
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<tr>
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<td>استخدام مكافأة واحدة بشكل مفرط</td>
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<td>بدّل المكافآت ضمن "قائمة تعزيز"</td>
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</tr>
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<tr>
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<td>التعليمات الغامضة</td>
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<td>كن دقيقًا وقابلًا للملاحظة في التعليمات</td>
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</tr>
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<tr>
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<td>عدم الاستمرارية في التطبيق</td>
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<td>استخدم جداول أو تذكيرات لنفسك</td>
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</tr>
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</tbody>
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</table>
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استخدام الرشوة
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خطط للمكافآت مسبقًا، ولا تنتظر نوبات الغضب
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استخدام مكافأة واحدة بشكل مفرط
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بدّل المكافآت ضمن "قائمة تعزيز"
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التعليمات الغامضة
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كن دقيقًا وقابلًا للملاحظة في التعليمات
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عدم الاستمرارية في التطبيق
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استخدم جداول أو تذكيرات لنفسك
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## الفرق بين التعزيز والرشوة
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التعزيز مُخطط له ومتسق ويتبع السلوكيات المرغوبة. أما الرشوة، فهي رد فعل يُقدم لوقف السلوك السيئ.
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التعزيز
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الرشوة
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"أنهيت واجبك، لذا الآن يمكنك اللعب!"
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"توقف عن الصراخ وسأعطيك حلوى."
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يزيد من الدافعية على المدى الطويل
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يُقلل من الثقة والمكاسب طويلة الأمد
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<table>
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<thead>
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<tr>
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<th>التعزيز</th>
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<th>الرشوة</th>
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</tr>
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</thead>
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<tbody>
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<tr>
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<td>"أنهيت واجبك، لذا الآن يمكنك اللعب!"</td>
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<td>"توقف عن الصراخ وسأعطيك حلوى."</td>
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</tr>
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<tr>
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<td>يزيد من الدافعية على المدى الطويل</td>
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<td>يُقلل من الثقة والمكاسب طويلة الأمد</td>
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</tr>
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</tbody>
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</table>
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## متى تُراجع استراتيجيتك؟
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@@ -167,17 +237,31 @@ draft: false
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جدول سريع:
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نوع الجدول
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مثال
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متى يُستخدم
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FR2
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مكافأة بعد كل خطوتين صحيحتين
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لبناء المهارات الجديدة
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VR3
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مكافأة في المتوسط كل 3 مرات
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للحفاظ على السلوك المُكتسب
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<table>
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<thead>
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<tr>
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<th>نوع الجدول</th>
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<th>مثال</th>
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<th>متى يُستخدم</th>
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</tr>
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</thead>
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<tbody>
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<tr>
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<td>FR2</td>
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<td>مكافأة بعد كل خطوتين صحيحتين</td>
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<td>لبناء المهارات الجديدة</td>
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</tr>
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<tr>
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<td>VR3</td>
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<td>مكافأة في المتوسط كل 3 مرات</td>
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<td>للحفاظ على السلوك المُكتسب</td>
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</tr>
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</tbody>
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</table>
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## تحفيز الاستقلالية: الخطوات التالية
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@@ -185,11 +269,11 @@ draft: false
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للحصول على دعم شخصي واستشارة مجانية، تواصل مع معهد أريزونا للتوحد اليوم. دعونا نحتفل بكل نجاح معًا!
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Previous Post
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Previous Post
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###### [إتقان تقنيات التحليل السلوكي الاستباقية والتفاعلية– احجز استشارتك الآن](proactive-reactive-aba-strategies-guide)
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Next Post
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Next Post
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###### [بطاقات "أولاً/ثم": تسهيل الانتقال بين الأنشطة للأطفال المصابين بالتوحّد](first-then-cards-autism-transitions)
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@@ -43,31 +43,48 @@ The world of AAC is incredibly diverse. It ranges from very simple tools, such a
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Generally, these tools are categorized into three main levels. Low-tech options require no batteries or electronics. Mid-tech options might include simple battery-operated buttons that play a recorded message. High-tech options involve sophisticated software, including context-aware AI solutions.
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Comparing Low-Tech and High-Tech Options
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**Comparing Low-Tech and High-Tech Options**
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Feature
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Low-Tech Visual Supports
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High-Tech AAC Devices
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Examples
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Picture cards, choice boards, First/Then boards
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Tablets with specialized software, speech-generating devices
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Cost
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Very low (often just the cost of printing and laminating)
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High (though often covered by insurance)
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<table>
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<thead>
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<tr>
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<th style="text-align: left;">Feature</th>
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<th style="text-align: left;">Low-Tech Visual Supports</th>
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<th style="text-align: left;">High-Tech AAC Devices</th>
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</tr>
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</thead>
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<tbody>
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||||
<tr>
|
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<td style="text-align: left;"><strong>Examples</strong></td>
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<td style="text-align: left;">Picture cards, choice boards, First/Then boards</td>
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<td style="text-align: left;">Tablets with specialized software, speech-generating devices</td>
|
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</tr>
|
||||
<tr>
|
||||
<td style="text-align: left;"><strong>Cost</strong></td>
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<td style="text-align: left;">Very low (often just the cost of printing and laminating)</td>
|
||||
<td style="text-align: left;">High (though often covered by insurance)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td style="text-align: left;"><strong>Customization</strong></td>
|
||||
<td style="text-align: left;">Requires physical printing and cutting to update</td>
|
||||
<td style="text-align: left;">Instantly customizable with thousands of digital vocabulary words</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td style="text-align: left;"><strong>Portability</strong></td>
|
||||
<td style="text-align: left;">Easy to carry, immune to water damage or dead batteries</td>
|
||||
<td style="text-align: left;">Requires charging and careful handling</td>
|
||||
</tr>
|
||||
<tr>
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||||
<td style="text-align: left;"><strong>Best For</strong></td>
|
||||
<td style="text-align: left;">Establishing basic routines, offering immediate choices</td>
|
||||
<td style="text-align: left;">Building complex sentences, robust expressive language</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Customization
|
||||
Requires physical printing and cutting to update
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||||
Instantly customizable with thousands of digital vocabulary words
|
||||
|
||||
Portability
|
||||
Easy to carry, immune to water damage or dead batteries
|
||||
Requires charging and careful handling
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||||
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||||
Best For
|
||||
Establishing basic routines, offering immediate choices
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||||
Building complex sentences, robust expressive language
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||||
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||||
No single option is universally better than another. The most appropriate communication system depends on the child’s individual needs, strengths, and current skill levels. Many families find that a hybrid approach works best, allowing the child to use different communication supports across settings and situations.
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@@ -135,11 +152,11 @@ Collaboration is key to this process. We frequently coordinate with speech-langu
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]}
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/>
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Previous Post
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Previous Post
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###### [Autism Guide for Parents and Caregivers](parents-guide-to-autism-and-aba)
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Next Post
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Next Post
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###### [Supporting Friendships and Social Play for Children with Autism](autism-friendships-social-play-support)
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|
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@@ -73,33 +73,51 @@ If your child is between the ages of 2 and 6 and could benefit from a program th
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## Comparison: Traditional preschool vs AIA Preparatory Academy
|
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|
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Feature
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Traditional Preschool
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||||
AIA Preparatory Academy
|
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Curriculum
|
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General early childhood curriculum
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Accredited curriculum with ABA integration
|
||||
|
||||
Individualized Support
|
||||
Limited, often 1:10+ ratios
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Low ratios with 1:1 and small group instruction
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<table>
|
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<thead>
|
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<tr>
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<th>Feature</th>
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||||
<th>Traditional Preschool</th>
|
||||
<th>AIA Preparatory Academy</th>
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||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Curriculum</td>
|
||||
<td>General early childhood curriculum</td>
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||||
<td>Accredited curriculum with ABA integration</td>
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||||
</tr>
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||||
<tr>
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<td>Individualized Support</td>
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||||
<td>Limited, often 1:10+ ratios</td>
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||||
<td>Low ratios with 1:1 and small group instruction</td>
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||||
</tr>
|
||||
<tr>
|
||||
<td>Behavioral Strategies</td>
|
||||
<td>Not consistently embedded</td>
|
||||
<td>ABA principles woven into every activity</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Social Skills Development</td>
|
||||
<td>Play and peer interaction</td>
|
||||
<td>Peer interaction with guided skill-building</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Progress Monitoring</td>
|
||||
<td>Periodic teacher assessments</td>
|
||||
<td>Continuous data-driven progress evaluation</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Transition Readiness</td>
|
||||
<td>General kindergarten prep</td>
|
||||
<td>Tiered learning paths for smooth transitions</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Behavioral Strategies
|
||||
Not consistently embedded
|
||||
ABA principles woven into every activity
|
||||
|
||||
Social Skills Development
|
||||
Play and peer interaction
|
||||
Peer interaction with guided skill-building
|
||||
|
||||
Progress Monitoring
|
||||
Periodic teacher assessments
|
||||
Continuous data-driven progress evaluation
|
||||
|
||||
Transition Readiness
|
||||
General kindergarten prep
|
||||
Tiered learning paths for smooth transitions
|
||||
|
||||
<FAQAccordion
|
||||
label="Frequently Asked Questions"
|
||||
@@ -144,11 +162,11 @@ If your child is between the ages of 2 and 6 and could benefit from a program th
|
||||
]}
|
||||
/>
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [Positive Reinforcement in ABA Therapy to Encourage Skill Development](positive-reinforcement-techniques)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Autism and Fall Break: How to Keep Routines Calm and Predictable](autism-fall-break-routine-tips-halloween-thanksgiving)
|
||||
|
||||
|
||||
@@ -81,20 +81,36 @@ Even small, everyday activities can become functional learning opportunities:
|
||||
|
||||
Try turning common summer events into learning opportunities:
|
||||
|
||||
Activity
|
||||
Skills Practiced
|
||||
|
||||
Water park
|
||||
Waiting, sensory regulation
|
||||
|
||||
Zoo visit
|
||||
Labeling, requesting, transitions
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Activity</th>
|
||||
<th>Skills Practiced</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Water park</td>
|
||||
<td>Waiting, sensory regulation</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Zoo visit</td>
|
||||
<td>Labeling, requesting, transitions</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Cooking at home</td>
|
||||
<td>Following directions, counting</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Video calls with family</td>
|
||||
<td>Social interaction, greetings</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Cooking at home
|
||||
Following directions, counting
|
||||
|
||||
Video calls with family
|
||||
Social interaction, greetings
|
||||
|
||||
When Arizona heat limits outdoor play, indoor activities like structured board games, crafts, or cooking can still encourage growth.
|
||||
|
||||
@@ -197,11 +213,11 @@ At the Arizona Institute for Autism , we provide:
|
||||
|
||||
If you're new to ABA or considering additional summer support for your child, don't hesitate to reach out to us at Arizona Institute for Autism. Our team is here for you every step of the way to help ensure your child continues to make meaningful progress during the summer months.
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [First/Then Cards: Empowering Transitions for Autistic Children](first-then-cards-autism-transitions)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Positive Reinforcement in ABA Therapy to Encourage Skill Development](positive-reinforcement-techniques)
|
||||
|
||||
|
||||
@@ -31,25 +31,40 @@ Autism is a spectrum, not a single presentation.
|
||||
|
||||
Every child develops at their own pace. What matters most is patterns that repeat over time, not one moment or one behavior.
|
||||
|
||||
Age range
|
||||
Social communication
|
||||
Play and behavior
|
||||
Sensory examples
|
||||
|
||||
6-12 months
|
||||
Limited eye contact or smiling back, reduced response to name
|
||||
-
|
||||
Strong reactions to sound, difficulty calming, minimal tracking of faces or toys
|
||||
|
||||
12-24 months
|
||||
Few gestures such as pointing or waving, delayed words
|
||||
Lines up toys, fixates on parts of objects, distress with change
|
||||
Covers ears, picky textures, watches fans or wheels
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Age range</th>
|
||||
<th>Social communication</th>
|
||||
<th>Play and behavior</th>
|
||||
<th>Sensory examples</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>6-12 months</td>
|
||||
<td>Limited eye contact or smiling back, reduced response to name</td>
|
||||
<td>-</td>
|
||||
<td>Strong reactions to sound, difficulty calming, minimal tracking of faces or toys</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>12-24 months</td>
|
||||
<td>Few gestures such as pointing or waving, delayed words</td>
|
||||
<td>Lines up toys, fixates on parts of objects, distress with change</td>
|
||||
<td>Covers ears, picky textures, watches fans or wheels</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>2-4 years</td>
|
||||
<td>Scripted or repetitive phrases, limited back-and-forth conversation</td>
|
||||
<td>Prefers solo play, limited pretend play, rigid routines, repetitive movements</td>
|
||||
<td>Avoids certain clothing, strong reactions to light or noise, seeks deep pressure</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
|
||||
2-4 years
|
||||
Scripted or repetitive phrases, limited back-and-forth conversation
|
||||
Prefers solo play, limited pretend play, rigid routines, repetitive movements
|
||||
Avoids certain clothing, strong reactions to light or noise, seeks deep pressure
|
||||
|
||||
Note: No single sign confirms autism. Patterns over weeks and months are more informative than isolated moments.
|
||||
|
||||
@@ -57,27 +72,43 @@ Note: No single sign confirms autism. Patterns over weeks and months are more in
|
||||
|
||||
Screening and diagnosis are related, but they are not the same. Screening is a quick check that looks for possible traits. Diagnosis is a formal evaluation that confirms or rules out autism and opens doors to services.
|
||||
|
||||
At a glance
|
||||
**At a glance**
|
||||
|
||||
Topic
|
||||
Screening
|
||||
Diagnosis
|
||||
|
||||
Purpose
|
||||
Brief check for possible traits
|
||||
Formal confirmation or rule-out
|
||||
|
||||
Profession
|
||||
Pediatrician or care team
|
||||
Psychologist, developmental pediatrician, neurologist, or psychiatrist
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Topic</th>
|
||||
<th>Screening</th>
|
||||
<th>Diagnosis</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Purpose</td>
|
||||
<td>Brief check for possible traits</td>
|
||||
<td>Formal confirmation or rule-out</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Profession</td>
|
||||
<td>Pediatrician or care team</td>
|
||||
<td>Psychologist, developmental pediatrician, neurologist, or psychiatrist</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Tools</td>
|
||||
<td>Parent questionnaires such as M-CHAT, developmental checklists</td>
|
||||
<td>Parent interview, observation, standardized tools such as ADOS-2</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Outcome</td>
|
||||
<td>Refer for evaluation if flagged</td>
|
||||
<td>Diagnostic report, treatment recommendations, insurance and school guidance</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Tools
|
||||
Parent questionnaires such as M-CHAT, developmental checklists
|
||||
Parent interview, observation, standardized tools such as ADOS-2
|
||||
|
||||
Outcome
|
||||
Refer for evaluation if flagged
|
||||
Diagnostic report, treatment recommendations, insurance and school guidance
|
||||
|
||||
If a screening suggests risk, ask your pediatrician to provide a referral for a comprehensive evaluation. You do not need all the answers before you ask for help.
|
||||
|
||||
@@ -123,21 +154,36 @@ If you are unsure where to start, request a referral from your pediatrician and
|
||||
|
||||
Many children benefit from a coordinated plan that can include multiple therapies. Your diagnostic report will guide which to start first.
|
||||
|
||||
Therapy
|
||||
Focus
|
||||
What it looks like
|
||||
|
||||
ABA therapy
|
||||
Communication, receptive skills, functional play, daily living, social skills, executive functioning
|
||||
Fun, play-based sessions that teach new skills and reduce barriers to learning
|
||||
|
||||
Speech-language therapy
|
||||
Expressive and receptive language, social pragmatics, AAC
|
||||
Modeling words, gestures, pictures, or devices to build communication
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Therapy</th>
|
||||
<th>Focus</th>
|
||||
<th>What it looks like</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>ABA therapy</td>
|
||||
<td>Communication, receptive skills, functional play, daily living, social skills, executive functioning</td>
|
||||
<td>Fun, play-based sessions that teach new skills and reduce barriers to learning</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Speech-language therapy</td>
|
||||
<td>Expressive and receptive language, social pragmatics, AAC</td>
|
||||
<td>Modeling words, gestures, pictures, or devices to build communication</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Occupational therapy</td>
|
||||
<td>Sensory processing, fine motor, self-care, regulation</td>
|
||||
<td>Sensory-informed activities that build regulation and independence</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
|
||||
Occupational therapy
|
||||
Sensory processing, fine motor, self-care, regulation
|
||||
Sensory-informed activities that build regulation and independence
|
||||
|
||||
Learn more in our articles on ABA basics and positive behavior supports in the [AIA Library](../library).
|
||||
|
||||
@@ -207,11 +253,11 @@ Short journal entries such as "did not look when name called" or "cried when sch
|
||||
]}
|
||||
/>
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [Why My Child Can Talk but Still Struggles Socially](social-pragmatic-communication-autism)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Early Signs of Autism by Age: 12 Months to 4 Years](early-signs-autism-by-age)
|
||||
|
||||
|
||||
@@ -37,29 +37,46 @@ A simple way to reintroduce predictability is to show the day in pictures. A [Fi
|
||||
|
||||
### Matching supports to triggers
|
||||
|
||||
Likely trigger during fall break
|
||||
What your child may feel
|
||||
Simple support you can try
|
||||
|
||||
No school bell or bus
|
||||
Uncertainty, restlessness
|
||||
Mini schedule with 3–5 steps and timers
|
||||
|
||||
Costumes or masks
|
||||
Itchy skin, face discomfort
|
||||
Soft or tagless costumes, trial wear at home
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Likely trigger during fall break</th>
|
||||
<th>What your child may feel</th>
|
||||
<th>Simple support you can try</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>No school bell or bus</td>
|
||||
<td>Uncertainty, restlessness</td>
|
||||
<td>Mini schedule with 3–5 steps and timers</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Costumes or masks</td>
|
||||
<td>Itchy skin, face discomfort</td>
|
||||
<td>Soft or tagless costumes, trial wear at home</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Crowds and noise</td>
|
||||
<td>Overload, shutdown</td>
|
||||
<td>Noise-reducing headphones, short routes, breaks</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>New foods at gatherings</td>
|
||||
<td>Refusal, worry</td>
|
||||
<td>Bring familiar foods and a safe seat at the table</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Unclear social rules</td>
|
||||
<td>Confusion</td>
|
||||
<td>Social story with photos of your street or family</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Crowds and noise
|
||||
Overload, shutdown
|
||||
Noise-reducing headphones, short routes, breaks
|
||||
|
||||
New foods at gatherings
|
||||
Refusal, worry
|
||||
Bring familiar foods and a safe seat at the table
|
||||
|
||||
Unclear social rules
|
||||
Confusion
|
||||
Social story with photos of your street or family
|
||||
|
||||
## Build a calm fall-break routine
|
||||
|
||||
@@ -67,7 +84,41 @@ You do not need to recreate a full school day. Aim for a light structure that pr
|
||||
|
||||
- Set your anchors Keep regular wake time, meals, quiet time, and bedtime. Arizona days can still be warm in October, so plan outdoor play in the morning or evening.
|
||||
|
||||
- Create a mini schedule Use pictures or simple words. Review the plan at breakfast and after lunch. Time Plan Visual idea Morning Chores, reading, park Icons for each task Midday Lunch, quiet time Plate icon, headphones icon Afternoon Craft or game, free play Scissors icon, blocks icon Evening Dinner, bath, story, bed Sequence cards in order
|
||||
- Create a mini schedule Use pictures or simple words. Review the plan at breakfast and after lunch.
|
||||
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Time</th>
|
||||
<th>Plan</th>
|
||||
<th>Visual idea</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Morning</td>
|
||||
<td>Chores, reading, park</td>
|
||||
<td>Icons for each task</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Midday</td>
|
||||
<td>Lunch, quiet time</td>
|
||||
<td>Plate icon, headphones icon</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Afternoon</td>
|
||||
<td>Craft or game, free play</td>
|
||||
<td>Scissors icon, blocks icon</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Evening</td>
|
||||
<td>Dinner, bath, story, bed</td>
|
||||
<td>Sequence cards in order</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
|
||||
|
||||
- Use First/Then for transitions First homework page, then scooter ride. First put on shoes, then car.
|
||||
|
||||
@@ -195,11 +246,11 @@ Ready to deepen your ABA toolkit? Schedule a [free consultation](../client-consu
|
||||
]}
|
||||
/>
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [Now Enrolling: AIA Preparatory Academy for Children Ages 2–6](aba-school-readiness-arizona)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Why Emotional Regulation Should Be the Heart of Every ABA Program](emotional-regulation-aba)
|
||||
|
||||
|
||||
@@ -33,25 +33,41 @@ Instead of looking for traditional signs of friendship, observe how your child a
|
||||
|
||||
### Autistic vs. Neurotypical Play Expressions
|
||||
|
||||
Feature
|
||||
Neurotypical Play Expectation
|
||||
Autistic Play Reality
|
||||
|
||||
Interaction
|
||||
Cooperative, reciprocal back-and-forth.
|
||||
Parallel play; sharing space without demanding interaction.
|
||||
|
||||
Communication
|
||||
High verbal exchange, small talk.
|
||||
Info-dumping about passions, or comfortable silence.
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th style="text-align: left;">Feature</th>
|
||||
<th style="text-align: left;">Neurotypical Play Expectation</th>
|
||||
<th style="text-align: left;">Autistic Play Reality</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td style="text-align: left;"><strong>Interaction</strong></td>
|
||||
<td style="text-align: left;">Cooperative, reciprocal back-and-forth.</td>
|
||||
<td style="text-align: left;">Parallel play; sharing space without demanding interaction.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td style="text-align: left;"><strong>Communication</strong></td>
|
||||
<td style="text-align: left;">High verbal exchange, small talk.</td>
|
||||
<td style="text-align: left;">Info-dumping about passions, or comfortable silence.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td style="text-align: left;"><strong>Eye Contact</strong></td>
|
||||
<td style="text-align: left;">Expected to show attention.</td>
|
||||
<td style="text-align: left;">Often avoided; attention is shown through physical proximity.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td style="text-align: left;"><strong>Activity Focus</strong></td>
|
||||
<td style="text-align: left;">Frequently changing games or rules.</td>
|
||||
<td style="text-align: left;">Deeply focused on predictable routines or specific shared activities.</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Eye Contact
|
||||
Expected to show attention.
|
||||
Often avoided; attention is shown through physical proximity.
|
||||
|
||||
Activity Focus
|
||||
Frequently changing games or rules.
|
||||
Deeply focused on predictable routines or specific shared activities.
|
||||
|
||||
Understanding these realities allows parents to celebrate social milestones that might otherwise go unnoticed, paving the way for deeper, more meaningful support. For more foundational knowledge on how communication styles differ, read our guide on [Building Communication & Social Skills in Autistic Children](communication-social-skills-autistic-children-guide).
|
||||
|
||||
@@ -145,7 +161,7 @@ Furthermore, we utilize the child's natural environment and interests to shape t
|
||||
]}
|
||||
/>
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [AAC and Visual Supports 101: Helping Your Child Be Heard](aac-visual-supports-autism)
|
||||
|
||||
|
||||
@@ -57,17 +57,32 @@ Social development is another area where autistic children often require thought
|
||||
|
||||
While masking might help a child temporarily blend in, it is well-documented that doing so is emotionally exhausting and can lead to severe burnout and anxiety. At the Arizona Institute for Autism, we focus on genuine social interaction rather than forced conformity.
|
||||
|
||||
Focus on Masking (Avoid)
|
||||
Focus on Genuine Connection (Encourage)
|
||||
|
||||
Forcing prolonged eye contact, which can be physically painful for some autistic individuals.
|
||||
Encouraging joint attention, where the child and adult simply share focus on the same toy or activity.
|
||||
|
||||
Suppressing harmless physical stimming (like hand flapping) during play.
|
||||
Allowing self-regulation while teaching the child how to safely enter a group activity.
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th style="text-align: left;">Focus on Masking (Avoid)</th>
|
||||
<th style="text-align: left;">Focus on Genuine Connection (Encourage)</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td style="text-align: left;">Forcing prolonged eye contact, which can be physically painful for some autistic individuals.</td>
|
||||
<td style="text-align: left;">Encouraging joint attention, where the child and adult simply share focus on the same toy or activity.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td style="text-align: left;">Suppressing harmless physical stimming (like hand flapping) during play.</td>
|
||||
<td style="text-align: left;">Allowing self-regulation while teaching the child how to safely enter a group activity.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td style="text-align: left;">Forcing the child to play with toys "the right way."</td>
|
||||
<td style="text-align: left;">Joining the child in their specific interests and building interactive play around what they love.</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
|
||||
Forcing the child to play with toys "the right way."
|
||||
Joining the child in their specific interests and building interactive play around what they love.
|
||||
|
||||
The goal of social development is to help children build friendships in ways that feel safe, natural, and enjoyable to them.
|
||||
|
||||
@@ -139,11 +154,11 @@ Communication development takes time, patience, and consistency. By recognizing
|
||||
]}
|
||||
/>
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [What to Expect at Your Child’s First Autism Evaluation](autism-evaluation-what-to-expect)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Autism Guide for Parents and Caregivers](parents-guide-to-autism-and-aba)
|
||||
|
||||
|
||||
@@ -115,25 +115,40 @@ The CDC also summarizes that guidance for clinicians in its page on [clinical sc
|
||||
|
||||
## Early signs of autism by age at a glance
|
||||
|
||||
Age range
|
||||
What you might notice
|
||||
Why it can matter
|
||||
A simple next step this week
|
||||
|
||||
12–24 months
|
||||
Fewer gestures, limited response to name, limited joint attention, limited babbling
|
||||
Social communication is more than vocabulary
|
||||
Practice 5 "share attention" moments/day (point + label + wait)
|
||||
|
||||
2–4 years
|
||||
Limited pretend play, difficulty with peer play, scripted or repetitive speech
|
||||
Social play and flexible language expand rapidly here
|
||||
Practice one short pretend routine (feed doll, park toys)
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Age range</th>
|
||||
<th>What you might notice</th>
|
||||
<th>Why it can matter</th>
|
||||
<th>A simple next step this week</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>12–24 months</td>
|
||||
<td>Fewer gestures, limited response to name, limited joint attention, limited babbling</td>
|
||||
<td>Social communication is more than vocabulary</td>
|
||||
<td>Practice 5 "share attention" moments/day (point + label + wait)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>2–4 years</td>
|
||||
<td>Limited pretend play, difficulty with peer play, scripted or repetitive speech</td>
|
||||
<td>Social play and flexible language expand rapidly here</td>
|
||||
<td>Practice one short pretend routine (feed doll, park toys)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Any age</td>
|
||||
<td>Regression, extreme distress with changes, intense sensory reactions that disrupt life</td>
|
||||
<td>Patterns across time and settings are worth discussing</td>
|
||||
<td>Write down 3 examples and bring them to your next visit</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
|
||||
Any age
|
||||
Regression, extreme distress with changes, intense sensory reactions that disrupt life
|
||||
Patterns across time and settings are worth discussing
|
||||
Write down 3 examples and bring them to your next visit
|
||||
|
||||
## 12–24 months: early toddler years
|
||||
|
||||
@@ -407,11 +422,11 @@ If you would like to talk through your observations with a local team, you can s
|
||||
]}
|
||||
/>
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [Autism Evaluation in Arizona: A Parent's Step-by-Step Guide](autism-evaluation-diagnosis-arizona-parent-guide)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [What to Expect at Your Child’s First Autism Evaluation](autism-evaluation-what-to-expect)
|
||||
|
||||
|
||||
@@ -97,30 +97,46 @@ Parents and caregivers are a child’s first co-regulators. We coach you on scri
|
||||
|
||||
## Quick Reference: Triggers and Tools
|
||||
|
||||
Common trigger in daily life
|
||||
What the child might feel
|
||||
Simple ABA-aligned supports
|
||||
What to practice later
|
||||
|
||||
Noisy room or store
|
||||
Overwhelmed, tense body
|
||||
Headphones, "quiet corner," count to ten
|
||||
Gradually increase time in the space with breaks
|
||||
|
||||
Change in routine
|
||||
Worried, stuck
|
||||
Visual schedule, First/Then card
|
||||
Preview changes the night before and morning of
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Common trigger in daily life</th>
|
||||
<th>What the child might feel</th>
|
||||
<th>Simple ABA-aligned supports</th>
|
||||
<th>What to practice later</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Noisy room or store</td>
|
||||
<td>Overwhelmed, tense body</td>
|
||||
<td>Headphones, "quiet corner," count to ten</td>
|
||||
<td>Gradually increase time in the space with breaks</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Change in routine</td>
|
||||
<td>Worried, stuck</td>
|
||||
<td>Visual schedule, First/Then card</td>
|
||||
<td>Preview changes the night before and morning of</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Challenged task</td>
|
||||
<td>Frustrated, avoidant</td>
|
||||
<td>Break card, help request script</td>
|
||||
<td>Errorless learning, small steps, praise for effort</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Long wait</td>
|
||||
<td>Bored, restless</td>
|
||||
<td>"Waiting kit" with fidgets and a short game</td>
|
||||
<td>Timed waiting with a reward for successful waiting</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Challenged task
|
||||
Frustrated, avoidant
|
||||
Break card, help request script
|
||||
Errorless learning, small steps, praise for effort
|
||||
|
||||
Long wait
|
||||
Bored, restless
|
||||
"Waiting kit" with fidgets and a short game
|
||||
Timed waiting with a reward for successful waiting
|
||||
|
||||
> **Tip for Arizona families:** Pack a small waiting kit for errands in Phoenix heat. Include a collapsible water bottle, a cool cloth, and one calming activity. Keep it in the car year-round.
|
||||
|
||||
@@ -222,11 +238,11 @@ Ready to take the next step? Visit our [ABA Therapy](../aba-therapy) page or sta
|
||||
]}
|
||||
/>
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [Autism and Fall Break: How to Keep Routines Calm and Predictable](autism-fall-break-routine-tips-halloween-thanksgiving)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Heart Full of Gratitude](heart-full-of-gratitude)
|
||||
|
||||
|
||||
@@ -55,25 +55,41 @@ This approach leverages the Premack Principle, which suggests that a more prefer
|
||||
|
||||
## Practical Examples
|
||||
|
||||
Setting
|
||||
First Task
|
||||
Then Reward
|
||||
|
||||
Morning
|
||||
Brush teeth
|
||||
Watch cartoon
|
||||
|
||||
Community
|
||||
Grocery shop
|
||||
Visit park
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Setting</th>
|
||||
<th>First Task</th>
|
||||
<th>Then Reward</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Morning</td>
|
||||
<td>Brush teeth</td>
|
||||
<td>Watch cartoon</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Community</td>
|
||||
<td>Grocery shop</td>
|
||||
<td>Visit park</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>School</td>
|
||||
<td>Write name</td>
|
||||
<td>Sensory bin play</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Clinic</td>
|
||||
<td>Complete activity</td>
|
||||
<td>Tablet time</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
School
|
||||
Write name
|
||||
Sensory bin play
|
||||
|
||||
Clinic
|
||||
Complete activity
|
||||
Tablet time
|
||||
|
||||
## Tips for Success
|
||||
|
||||
@@ -93,11 +109,11 @@ Located in Scottsdale within Phoenix's East Valley, the Arizona Institute for Au
|
||||
|
||||
- Upcoming AIA Gifted Shop : Soon, you'll be able to access a variety of visual support tools, including First/Then cards and PECS collections, through our online storefront. Stay tuned for updates.
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [Executive Functioning Skills and Autism](executive-functioning-skills-autism)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [How to Support ABA Therapy Over Summer Break](aba-therapy-summer-routine-tips)
|
||||
|
||||
|
||||
@@ -31,23 +31,40 @@ Autism can show up in communication, play, routines, sensory processing, flexibi
|
||||
|
||||
What matters most is the pattern over time. If daily life regularly feels harder because of communication breakdowns, big reactions to change, or difficulty participating in routines, it is reasonable to look more closely.
|
||||
|
||||
What you may notice
|
||||
What can help now
|
||||
|
||||
Difficulty expressing needs
|
||||
Use short phrases, visuals, and functional words like “help” or “break”
|
||||
|
||||
Hard transitions or resistance to change
|
||||
Use countdowns, First-Then language, and visual schedules
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>What you may notice</th>
|
||||
<th>What can help now</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Difficulty expressing needs</td>
|
||||
<td>Use short phrases, visuals, and functional words like “help” or “break”</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Hard transitions or resistance to change</td>
|
||||
<td>Use countdowns, First-Then language, and visual schedules</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Sensory overload or sensory seeking</td>
|
||||
<td>Adjust the environment, add movement breaks, and create a calm space</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Social or play differences</td>
|
||||
<td>Practice short turn-taking routines and model simple language</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Strong interests or repetitive patterns</td>
|
||||
<td>Use interests as motivators and bridges to new skills</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Sensory overload or sensory seeking
|
||||
Adjust the environment, add movement breaks, and create a calm space
|
||||
|
||||
Social or play differences
|
||||
Practice short turn-taking routines and model simple language
|
||||
|
||||
Strong interests or repetitive patterns
|
||||
Use interests as motivators and bridges to new skills
|
||||
|
||||
If your child has words but still struggles socially, AIA’s [Why My Child Can Talk but Still Struggles Socially](social-pragmatic-communication-autism) is a strong internal companion because it explains pragmatic language and nonverbal cues in parent-friendly language.
|
||||
|
||||
@@ -71,23 +88,36 @@ At its best, ABA is individualized, practical, and respectful. It can support co
|
||||
|
||||
AIA’s [Starting ABA Therapy Step-by-Step Guide](../aba-therapy-intake-process) and [Positive Reinforcement in ABA Therapy to Encourage Skill Development](positive-reinforcement-techniques) are useful next reads if you want a clearer picture of how home support, parent consultation, and skill-building fit together.
|
||||
|
||||
ABA principle
|
||||
Everyday meaning
|
||||
|
||||
Positive reinforcement
|
||||
Rewarding success so a skill is more likely to happen again
|
||||
|
||||
Breaking skills into steps
|
||||
Teaching one manageable piece at a time
|
||||
|
||||
Prompting and fading
|
||||
Giving support, then gradually reducing it
|
||||
|
||||
Replacement skills
|
||||
Teaching what to do instead of only correcting behavior
|
||||
|
||||
Generalization
|
||||
Using the same skill with different people and in different places
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>ABA principle</th>
|
||||
<th>Everyday meaning</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Positive reinforcement</td>
|
||||
<td>Rewarding success so a skill is more likely to happen again</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Breaking skills into steps</td>
|
||||
<td>Teaching one manageable piece at a time</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Prompting and fading</td>
|
||||
<td>Giving support, then gradually reducing it</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Replacement skills</td>
|
||||
<td>Teaching what to do instead of only correcting behavior</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Generalization</td>
|
||||
<td>Using the same skill with different people and in different places</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
The most realistic way for parents to use ABA at home is not to become the therapist. It is to learn a few dependable tools and use them consistently in daily routines.
|
||||
|
||||
|
||||
@@ -47,23 +47,40 @@ Positive reinforcement occurs when a desirable consequence immediately follows a
|
||||
|
||||
## Key Benefits for Children with Autism
|
||||
|
||||
Benefit
|
||||
How It Helps
|
||||
|
||||
Cooperation & Routine‑Following
|
||||
Children predict outcomes and feel safe
|
||||
|
||||
Self‑Esteem
|
||||
Success experiences boost confidence
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Benefit</th>
|
||||
<th>How It Helps</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Cooperation & Routine‑Following</td>
|
||||
<td>Children predict outcomes and feel safe</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Self‑Esteem</td>
|
||||
<td>Success experiences boost confidence</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Communication & Social Skills</td>
|
||||
<td>Encourages interaction with caregivers</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Transition Management</td>
|
||||
<td>Reduces anxiety around changes</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Skill Acquisition</td>
|
||||
<td>Breaks complex tasks into manageable steps</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Communication & Social Skills
|
||||
Encourages interaction with caregivers
|
||||
|
||||
Transition Management
|
||||
Reduces anxiety around changes
|
||||
|
||||
Skill Acquisition
|
||||
Breaks complex tasks into manageable steps
|
||||
|
||||
## Step‑by‑Step Guide for Parents
|
||||
|
||||
@@ -97,7 +114,28 @@ Observe what your child truly values:
|
||||
|
||||
- First/Then Boards: "First finish your homework, then play outside."
|
||||
|
||||
- Example Table: First… Then… Put on your shoes Choose a bedtime book Finish 5 math problems 5 minutes of tablet time
|
||||
**Example Table:**
|
||||
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>First…</th>
|
||||
<th>Then…</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Put on your shoes</td>
|
||||
<td>Choose a bedtime book</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Finish 5 math problems</td>
|
||||
<td>5 minutes of tablet time</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
|
||||
|
||||
### 5. Reinforce Effort, Not Just Outcomes
|
||||
|
||||
@@ -107,39 +145,71 @@ Observe what your child truly values:
|
||||
|
||||
## Common Pitfalls & How to Avoid Them
|
||||
|
||||
Pitfall
|
||||
Solution
|
||||
|
||||
Delayed Rewards
|
||||
Keep timers handy to mark the moment
|
||||
|
||||
Reinforcing Undesired Behavior
|
||||
Only deliver the reward after the correct action
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Pitfall</th>
|
||||
<th>Solution</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Delayed Rewards</td>
|
||||
<td>Keep timers handy to mark the moment</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Reinforcing Undesired Behavior</td>
|
||||
<td>Only deliver the reward after the correct action</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Using Bribes</td>
|
||||
<td>Plan reinforcers in advance, don't wait for tantrums</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Overusing One Reinforcer</td>
|
||||
<td>Rotate through a "reinforcer menu"</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Vague Instructions</td>
|
||||
<td>Be specific and observable</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Inconsistent Follow‑Through</td>
|
||||
<td>Set reminders or charts for yourself</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Using Bribes
|
||||
Plan reinforcers in advance, don't wait for tantrums
|
||||
|
||||
Overusing One Reinforcer
|
||||
Rotate through a "reinforcer menu"
|
||||
|
||||
Vague Instructions
|
||||
Be specific and observable
|
||||
|
||||
Inconsistent Follow‑Through
|
||||
Set reminders or charts for yourself
|
||||
|
||||
## Reinforcement vs. Bribery
|
||||
|
||||
Reinforcement is planned , consistent , and follows desired behaviors. Bribery is reactive , offered to stop misbehavior.
|
||||
|
||||
Reinforcement
|
||||
Bribery
|
||||
|
||||
"You completed your homework, so now it's play time!"
|
||||
"Stop shouting and I'll give you candy."
|
||||
|
||||
Increases motivation over time
|
||||
Often reduces trust and long‑term gains
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Reinforcement</th>
|
||||
<th>Bribery</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>"You completed your homework, so now it's play time!"</td>
|
||||
<td>"Stop shouting and I'll give you candy."</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Increases motivation over time</td>
|
||||
<td>Often reduces trust and long‑term gains</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
|
||||
|
||||
## When to Troubleshoot Your Approach
|
||||
|
||||
@@ -163,19 +233,33 @@ If you're not seeing progress:
|
||||
|
||||
- Fading Reinforcers: Gradually increase the effort required or reduce magnitude to build independence.
|
||||
|
||||
Quick Chart:
|
||||
**Quick Chart:**
|
||||
|
||||
Schedule Type
|
||||
Example
|
||||
When to Use
|
||||
|
||||
FR2
|
||||
Reward every 2 correct steps
|
||||
Building initial skills
|
||||
|
||||
VR3
|
||||
Reward on average every 3
|
||||
Maintaining established behaviors
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Schedule Type</th>
|
||||
<th>Example</th>
|
||||
<th>When to Use</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>FR2</td>
|
||||
<td>Reward every 2 correct steps</td>
|
||||
<td>Building initial skills</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>VR3</td>
|
||||
<td>Reward on average every 3</td>
|
||||
<td>Maintaining established behaviors</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
|
||||
|
||||
## Foster Motivation and Independence: Next Steps
|
||||
|
||||
@@ -183,11 +267,11 @@ Positive reinforcement in ABA is more than a technique; it's a way to build last
|
||||
|
||||
For personalized guidance and ABA support, reach out to the Arizona Institute for Autism and schedule your free consultation today. Let's celebrate every success together!
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [How to Support ABA Therapy Over Summer Break](aba-therapy-summer-routine-tips)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Now Enrolling: AIA Preparatory Academy for Children Ages 2–6](aba-school-readiness-arizona)
|
||||
|
||||
|
||||
@@ -25,20 +25,36 @@ You are not alone. Speech and social connection are related, but they are not th
|
||||
|
||||
## Talking vs. Social Communication
|
||||
|
||||
Talking (form)
|
||||
Social communication (use)
|
||||
|
||||
Knowing words and grammar
|
||||
Starting, keeping, and ending a conversation at a good time
|
||||
|
||||
Pronouncing sounds
|
||||
Matching tone and volume to the setting
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th><strong>Talking</strong> (form)</th>
|
||||
<th><strong>Social communication</strong> (use)</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Knowing words and grammar</td>
|
||||
<td>Starting, keeping, and ending a conversation at a good time</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Pronouncing sounds</td>
|
||||
<td>Matching tone and volume to the setting</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Building sentences</td>
|
||||
<td>Reading body language and facial expressions</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Labeling and answering</td>
|
||||
<td>Asking follow-up questions, sharing topics, taking turns</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Building sentences
|
||||
Reading body language and facial expressions
|
||||
|
||||
Labeling and answering
|
||||
Asking follow-up questions, sharing topics, taking turns
|
||||
|
||||
Clinicians call the right side pragmatic language . It is the rulebook for using language with people. Many autistic children need these rules taught directly and practiced in real settings.
|
||||
|
||||
@@ -172,11 +188,11 @@ If your child wants friends but keeps hitting the same hurdles, structured teach
|
||||
]}
|
||||
/>
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [Heart Full of Gratitude](heart-full-of-gratitude)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Autism Evaluation in Arizona: A Parent's Step-by-Step Guide](autism-evaluation-diagnosis-arizona-parent-guide)
|
||||
|
||||
|
||||
@@ -73,33 +73,51 @@ Si su hijo tiene entre 2 y 6 años y podría beneficiarse de un programa que int
|
||||
|
||||
## Comparación: Preescolar tradicional vs Academia Preparatoria AIA
|
||||
|
||||
Característica
|
||||
Preescolar Tradicional
|
||||
Escuela Preparatoria AIA
|
||||
|
||||
Currículo
|
||||
Currículo general de educación infantil
|
||||
Limitados, a menudo en proporciones de 1:10 o más
|
||||
|
||||
Apoyo Individualizado
|
||||
Limitados, a menudo en proporciones de 1:10 o más
|
||||
Bajas proporciones con instrucción uno a uno y en grupos pequeños
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Característica</th>
|
||||
<th>Preescolar Tradicional</th>
|
||||
<th>Escuela Preparatoria AIA</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Currículo</td>
|
||||
<td>Currículo general de educación infantil</td>
|
||||
<td>Limitados, a menudo en proporciones de 1:10 o más</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Apoyo Individualizado</td>
|
||||
<td>Limitados, a menudo en proporciones de 1:10 o más</td>
|
||||
<td>Bajas proporciones con instrucción uno a uno y en grupos pequeños</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Estrategias Conductuales</td>
|
||||
<td>No incrustado de manera consistente</td>
|
||||
<td>Principios ABA integrados en cada actividad</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Desarrollo de habilidades sociales</td>
|
||||
<td>Juego e interacción entre pares</td>
|
||||
<td>Interacción entre pares con desarrollo de habilidades guiado</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Monitoreo del Progreso</td>
|
||||
<td>Evaluaciones periódicas de los estudiantes</td>
|
||||
<td>Evaluación continua del progreso basada en datos</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Preparación para la transición</td>
|
||||
<td>Preparación general para el Kinder</td>
|
||||
<td>Rutas de aprendizaje escalonadas para transiciones suaves</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Estrategias Conductuales
|
||||
No incrustado de manera consistente
|
||||
Principios ABA integrados en cada actividad
|
||||
|
||||
Desarrollo de habilidades sociales
|
||||
Juego e interacción entre pares
|
||||
Interacción entre pares con desarrollo de habilidades guiado
|
||||
|
||||
Monitoreo del Progreso
|
||||
Evaluaciones periódicas de los estudiantes
|
||||
Evaluación continua del progreso basada en datos
|
||||
|
||||
Preparación para la transición
|
||||
Preparación general para el Kinder
|
||||
Rutas de aprendizaje escalonadas para transiciones suaves
|
||||
|
||||
<FAQAccordion
|
||||
label="Preguntas frecuentes"
|
||||
@@ -144,7 +162,7 @@ Si su hijo tiene entre 2 y 6 años y podría beneficiarse de un programa que int
|
||||
]}
|
||||
/>
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Por qué la regulación emocional debería ser el corazón de cada programa de ABA](emotional-regulation-aba)
|
||||
|
||||
|
||||
@@ -31,25 +31,40 @@ El autismo es un espectro, no una sola presentación.
|
||||
|
||||
Cada niño se desarrolla a su propio ritmo. Lo que más importa son los patrones que se repiten con el tiempo, no un momento o un comportamiento.
|
||||
|
||||
Rango de edad
|
||||
Comunicación social
|
||||
Juego y comportamiento
|
||||
Ejemplos sensoriales
|
||||
|
||||
6-12 meses
|
||||
Contacto visual limitado o sonreír de vuelta, respuesta reducida al nombre
|
||||
-
|
||||
Reacciones fuertes a los sonidos, dificultad para calmarse, seguimiento mínimo de caras o juguetes
|
||||
|
||||
12-24 meses
|
||||
Pocos gestos como señalar o saludar, palabras retrasadas
|
||||
Coloca los juguetes en fila, se fija en partes de los objetos, angustia con los cambios.
|
||||
Cubre los oídos, texturas exigentes, observa ventiladores o ruedas
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Rango de edad</th>
|
||||
<th>Comunicación social</th>
|
||||
<th>Juego y comportamiento</th>
|
||||
<th>Ejemplos sensoriales</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>6-12 meses</td>
|
||||
<td>Contacto visual limitado o sonreír de vuelta, respuesta reducida al nombre</td>
|
||||
<td>-</td>
|
||||
<td>Reacciones fuertes a los sonidos, dificultad para calmarse, seguimiento mínimo de caras o juguetes</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>12-24 meses</td>
|
||||
<td>Pocos gestos como señalar o saludar, palabras retrasadas</td>
|
||||
<td>Coloca los juguetes en fila, se fija en partes de los objetos, angustia con los cambios.</td>
|
||||
<td>Cubre los oídos, texturas exigentes, observa ventiladores o ruedas</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>2-4 años</td>
|
||||
<td>Frases guionizadas o repetitivas, conversación limitada de ida y vuelta</td>
|
||||
<td>Prefiere jugar solo, juego de simulación limitado, rutinas rígidas, movimientos repetitivos.</td>
|
||||
<td>Evita cierta ropa, reacciones fuertes a la luz o al ruido, busca presión profunda.</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
|
||||
2-4 años
|
||||
Frases guionizadas o repetitivas, conversación limitada de ida y vuelta
|
||||
Prefiere jugar solo, juego de simulación limitado, rutinas rígidas, movimientos repetitivos.
|
||||
Evita cierta ropa, reacciones fuertes a la luz o al ruido, busca presión profunda.
|
||||
|
||||
Nota: Ningún signo por sí solo confirma el autismo. Los patrones a lo largo de semanas y meses son más informativos que momentos aislados.
|
||||
|
||||
@@ -59,25 +74,41 @@ La detección y el diagnóstico están relacionados, pero no son lo mismo. La ev
|
||||
|
||||
A primera vista
|
||||
|
||||
Tema
|
||||
Cribado
|
||||
Diagnóstico
|
||||
|
||||
Propósito
|
||||
Revisión breve de posibles rasgos
|
||||
Confirmación formal o descarte
|
||||
|
||||
Profesión
|
||||
Pediatra o equipo de atención
|
||||
Psicólogo, pediatra del desarrollo, neurólogo o psiquiatra
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Tema</th>
|
||||
<th>Cribado</th>
|
||||
<th>Diagnóstico</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Propósito</td>
|
||||
<td>Revisión breve de posibles rasgos</td>
|
||||
<td>Confirmación formal o descarte</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Profesión</td>
|
||||
<td>Pediatra o equipo de atención</td>
|
||||
<td>Psicólogo, pediatra del desarrollo, neurólogo o psiquiatra</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Herramientas</td>
|
||||
<td>Cuestionarios para padres como el M-CHAT, listas de verificación del desarrollo</td>
|
||||
<td>Entrevista con los padres, observación, herramientas estandarizadas como el ADOS-2</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Resultado</td>
|
||||
<td>Remitir para evaluación si está marcado</td>
|
||||
<td>Informe diagnóstico, recomendaciones de tratamiento, seguro y orientación escolar</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Herramientas
|
||||
Cuestionarios para padres como el M-CHAT, listas de verificación del desarrollo
|
||||
Entrevista con los padres, observación, herramientas estandarizadas como el ADOS-2
|
||||
|
||||
Resultado
|
||||
Remitir para evaluación si está marcado
|
||||
Informe diagnóstico, recomendaciones de tratamiento, seguro y orientación escolar
|
||||
|
||||
Si una evaluación sugiere riesgo, pida a su pediatra que le proporcione una referencia para una evaluación integral. No necesitas tener todas las respuestas antes de pedir ayuda.
|
||||
|
||||
@@ -123,21 +154,36 @@ Si no estás seguro de por dónde empezar, solicita una referencia a tu pediatra
|
||||
|
||||
Muchos niños se benefician de un plan coordinado que puede incluir múltiples terapias. Su informe diagnóstico guiará cuál comenzar primero.
|
||||
|
||||
Terapia
|
||||
Enfoque
|
||||
Cómo se ve
|
||||
|
||||
Terapia ABA
|
||||
Comunicación, habilidades receptivas, juego funcional, vida diaria, habilidades sociales, funcionamiento ejecutivo
|
||||
Sesiones divertidas basadas en el juego que enseñan nuevas habilidades y reducen las barreras para el aprendizaje
|
||||
|
||||
Terapia del habla y lenguaje
|
||||
Lenguaje expresivo y receptivo, pragmática social, AAC
|
||||
Modelar palabras, gestos, imágenes o dispositivos para construir comunicación
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Terapia</th>
|
||||
<th>Enfoque</th>
|
||||
<th>Cómo se ve</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Terapia ABA</td>
|
||||
<td>Comunicación, habilidades receptivas, juego funcional, vida diaria, habilidades sociales, funcionamiento ejecutivo</td>
|
||||
<td>Sesiones divertidas basadas en el juego que enseñan nuevas habilidades y reducen las barreras para el aprendizaje</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Terapia del habla y lenguaje</td>
|
||||
<td>Lenguaje expresivo y receptivo, pragmática social, AAC</td>
|
||||
<td>Modelar palabras, gestos, imágenes o dispositivos para construir comunicación</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Terapia ocupacional</td>
|
||||
<td>Procesamiento sensorial, motricidad fina, autocuidado, regulación</td>
|
||||
<td>Actividades informadas por los sentidos que fomentan la regulación y la independencia</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
|
||||
Terapia ocupacional
|
||||
Procesamiento sensorial, motricidad fina, autocuidado, regulación
|
||||
Actividades informadas por los sentidos que fomentan la regulación y la independencia
|
||||
|
||||
Aprenda más en nuestros artículos sobre los conceptos básicos del ABA y los apoyos para el comportamiento positivo en la [Biblioteca AIA](../../library).
|
||||
|
||||
@@ -207,11 +253,11 @@ Entradas cortas en el diario como "no miró cuando llamaron su nombre" o "lloró
|
||||
]}
|
||||
/>
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [Por qué mi hijo puede hablar pero aún tiene dificultades sociales](social-pragmatic-communication-autism)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Descubre consejos para el autocuidado de padres de niños con autismo](autism-family-self-care-tips)
|
||||
|
||||
|
||||
@@ -97,30 +97,46 @@ Los padres y cuidadores son los primeros co-reguladores de un niño. Te guiamos
|
||||
|
||||
## Referencia Rápida: Desencadenantes y Herramientas
|
||||
|
||||
Desencadenante común en la vida diaria
|
||||
Lo que el niño podría sentir
|
||||
Soportes simples alineados con ABA
|
||||
Qué practicar más tarde
|
||||
|
||||
Habitación o tienda ruidosa
|
||||
Cuerpo abrumado y tenso
|
||||
Auriculares, "rincón tranquilo," cuenta hasta diez
|
||||
Aumenta gradualmente el tiempo en el espacio con descansos.
|
||||
|
||||
Cambio en la rutina
|
||||
Preocupado, atrapado
|
||||
Horario visual, tarjeta Primero/Luego
|
||||
Previsualizar cambios la noche anterior y la mañana de
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Desencadenante común en la vida diaria</th>
|
||||
<th>Lo que el niño podría sentir</th>
|
||||
<th>Soportes simples alineados con ABA</th>
|
||||
<th>Qué practicar más tarde</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Habitación o tienda ruidosa</td>
|
||||
<td>Cuerpo abrumado y tenso</td>
|
||||
<td>Auriculares, "rincón tranquilo," cuenta hasta diez</td>
|
||||
<td>Aumenta gradualmente el tiempo en el espacio con descansos.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Cambio en la rutina</td>
|
||||
<td>Preocupado, atrapado</td>
|
||||
<td>Horario visual, tarjeta Primero/Luego</td>
|
||||
<td>Previsualizar cambios la noche anterior y la mañana de</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Challenged task</td>
|
||||
<td>Frustrado, evasivo</td>
|
||||
<td>Tarjeta de descanso, guion de solicitud de ayuda</td>
|
||||
<td>Aprendizaje sin errores, pequeños pasos, elogio por el esfuerzo</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Larga espera</td>
|
||||
<td>Bored, restless</td>
|
||||
<td>"Kit de espera" con juguetes y un juego corto</td>
|
||||
<td>Espera cronometrada con una recompensa por esperar con éxito</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Challenged task
|
||||
Frustrado, evasivo
|
||||
Tarjeta de descanso, guion de solicitud de ayuda
|
||||
Aprendizaje sin errores, pequeños pasos, elogio por el esfuerzo
|
||||
|
||||
Larga espera
|
||||
Bored, restless
|
||||
"Kit de espera" con juguetes y un juego corto
|
||||
Espera cronometrada con una recompensa por esperar con éxito
|
||||
|
||||
> **Consejo para las familias de Arizona:** Empaque un pequeño kit de espera para los mandados en el calor de Phoenix. Incluye una botella de agua plegable, un paño fresco y una actividad relajante. Mantenlo en el coche todo el año.
|
||||
|
||||
@@ -222,11 +238,11 @@ Semana 2: Usar y reforzar
|
||||
]}
|
||||
/>
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [Ya se inscriben alumnos: Academia Preparatoria AIA para niños de 2 a 6 años](aba-school-readiness-arizona)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Por qué mi hijo puede hablar pero aún tiene dificultades sociales](social-pragmatic-communication-autism)
|
||||
|
||||
|
||||
@@ -55,25 +55,41 @@ Este enfoque aprovecha el Principio de Premack, que sugiere que una actividad m
|
||||
|
||||
## Ejemplos prácticos
|
||||
|
||||
Entorno
|
||||
Primera tarea
|
||||
Luego recompensa
|
||||
|
||||
Mañana
|
||||
Cepillarse los dientes
|
||||
Ver dibujos animados
|
||||
|
||||
Comunidad
|
||||
Comprar comestibles
|
||||
Visitar el parque
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Entorno</th>
|
||||
<th>Primera tarea</th>
|
||||
<th>Luego recompensa</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Mañana</td>
|
||||
<td>Cepillarse los dientes</td>
|
||||
<td>Ver dibujos animados</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Comunidad</td>
|
||||
<td>Comprar comestibles</td>
|
||||
<td>Visitar el parque</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Escuela</td>
|
||||
<td>Escriba el nombre</td>
|
||||
<td>Jugar con juguetes sensoriales</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Clínica</td>
|
||||
<td>Completar actividad</td>
|
||||
<td>Tiempo de tableta</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Escuela
|
||||
Escriba el nombre
|
||||
Jugar con juguetes sensoriales
|
||||
|
||||
Clínica
|
||||
Completar actividad
|
||||
Tiempo de tableta
|
||||
|
||||
## Consejos para el éxito
|
||||
|
||||
@@ -93,11 +109,11 @@ Ubicado en Scottsdale, dentro del Valle del Este de Phoenix, el Instituto de Aut
|
||||
|
||||
- Próximamente, Gifted Shop de AIA : Pronto, podrá acceder a una variedad de herramientas de apoyo visual, incluyendo tarjetas de Primero/Después y colecciones de PECS, a través de nuestra tienda en línea. Manténgase atento a las actualizaciones.
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [Descubre consejos para el autocuidado de padres de niños con autismo](autism-family-self-care-tips)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Guía para enseñar la autodefensa en el ABA](autism-self-advocacy-skills-aba)
|
||||
|
||||
|
||||
@@ -31,23 +31,40 @@ El autismo puede manifestarse en la comunicación, el juego, las rutinas, el pro
|
||||
|
||||
Lo que más importa es el patrón a lo largo del tiempo. Si la vida diaria se siente regularmente más difícil debido a fallas en la comunicación, grandes reacciones a los cambios o dificultad para participar en las rutinas, es razonable investigar más a fondo.
|
||||
|
||||
Lo que podrías notar
|
||||
¿Qué puede ayudar ahora?
|
||||
|
||||
Dificultad para expresar las necesidades
|
||||
Usa frases cortas, imágenes y palabras funcionales como "ayuda" o "descanso".
|
||||
|
||||
Transiciones difíciles o resistencia al cambio
|
||||
Usa cuentas regresivas, lenguaje de "Primero-Después" y horarios visuales.
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Lo que podrías notar</th>
|
||||
<th>¿Qué puede ayudar ahora?</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Dificultad para expresar las necesidades</td>
|
||||
<td>Usa frases cortas, imágenes y palabras funcionales como "ayuda" o "descanso".</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Transiciones difíciles o resistencia al cambio</td>
|
||||
<td>Usa cuentas regresivas, lenguaje de "Primero-Después" y horarios visuales.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Sobrecarga sensorial o búsqueda sensorial</td>
|
||||
<td>Ajusta el entorno, añade descansos para moverte y crea un espacio tranquilo.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Diferencias sociales o de juego</td>
|
||||
<td>Practica rutinas cortas de turnos y modela lenguaje sencillo.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Intereses fuertes o patrones repetitivos</td>
|
||||
<td>Usa los intereses como motivadores y puentes hacia nuevas habilidades.</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Sobrecarga sensorial o búsqueda sensorial
|
||||
Ajusta el entorno, añade descansos para moverte y crea un espacio tranquilo.
|
||||
|
||||
Diferencias sociales o de juego
|
||||
Practica rutinas cortas de turnos y modela lenguaje sencillo.
|
||||
|
||||
Intereses fuertes o patrones repetitivos
|
||||
Usa los intereses como motivadores y puentes hacia nuevas habilidades.
|
||||
|
||||
Si su hijo tiene palabras pero aún tiene dificultades sociales, [Por qué mi hijo puede hablar pero aún tiene dificultades sociales](social-pragmatic-communication-autism) de AIA es un fuerte compañero interno porque explica el lenguaje pragmático y las señales no verbales en un lenguaje amigable para los padres.
|
||||
|
||||
@@ -71,23 +88,40 @@ En su mejor momento, el ABA es individualizado, práctico y respetuoso. Puede ap
|
||||
|
||||
La [Guía paso a paso para comenzar la terapia ABA](../aba-therapy-intake-process) y el [Refuerzo positivo en la terapia ABA para fomentar el desarrollo de habilidades](positive-reinforcement-techniques) de AIA son lecturas útiles si desea una imagen más clara de cómo encajan el apoyo en el hogar, la consulta con los padres y el desarrollo de habilidades.
|
||||
|
||||
Principio de ABA
|
||||
Significado cotidiano
|
||||
|
||||
Refuerzo positivo
|
||||
Recompensar el éxito para que sea más probable que una habilidad vuelva a ocurrir.
|
||||
|
||||
Descomponer las habilidades en pasos
|
||||
Enseñar una parte manejable a la vez
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Principio de ABA</th>
|
||||
<th>Significado cotidiano</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Refuerzo positivo</td>
|
||||
<td>Recompensar el éxito para que sea más probable que una habilidad vuelva a ocurrir.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Descomponer las habilidades en pasos</td>
|
||||
<td>Enseñar una parte manejable a la vez</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Indicación y desvanecimiento</td>
|
||||
<td>Brindar apoyo y luego reducirlo gradualmente</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Habilidades de reemplazo</td>
|
||||
<td>Enseñar qué hacer en lugar de solo corregir el comportamiento</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Generalización</td>
|
||||
<td>Usando la misma habilidad con diferentes personas y en diferentes lugares</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Indicación y desvanecimiento
|
||||
Brindar apoyo y luego reducirlo gradualmente
|
||||
|
||||
Habilidades de reemplazo
|
||||
Enseñar qué hacer en lugar de solo corregir el comportamiento
|
||||
|
||||
Generalización
|
||||
Usando la misma habilidad con diferentes personas y en diferentes lugares
|
||||
|
||||
La forma más realista para que los padres usen el ABA en casa no es convertirse en el terapeuta. Se trata de aprender algunas herramientas fiables y usarlas consistentemente en las rutinas diarias.
|
||||
|
||||
@@ -205,11 +239,11 @@ Apoyar a un niño con autismo no se trata de encontrar una estrategia perfecta.
|
||||
|
||||
Si necesitas ayuda para reflexionar sobre la evaluación, las opciones de terapia o los próximos pasos, el [Formulario de Consulta para Clientes](../../client-consultation) de AIA es el siguiente paso más claro.
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [Refuerzo positivo en la terapia ABA para fomentar el desarrollo de habilidades](positive-reinforcement-techniques)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Qué esperar en la primera evaluación de autismo de su hijo](autism-evaluation-what-to-expect)
|
||||
|
||||
|
||||
@@ -47,23 +47,40 @@ El refuerzo positivo ocurre cuando una consecuencia deseable sigue inmediatament
|
||||
|
||||
## Beneficios clave para niños con autismo
|
||||
|
||||
Beneficio
|
||||
Cómo ayuda
|
||||
|
||||
Cooperación y seguimiento de rutinas
|
||||
Los niños predicen resultados y se sienten seguros
|
||||
|
||||
Autoestima
|
||||
Las experiencias de éxito aumentan la confianza
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Beneficio</th>
|
||||
<th>Cómo ayuda</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Cooperación y seguimiento de rutinas</td>
|
||||
<td>Los niños predicen resultados y se sienten seguros</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Autoestima</td>
|
||||
<td>Las experiencias de éxito aumentan la confianza</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Habilidades de comunicación y sociales</td>
|
||||
<td>Fomenta la interacción con los cuidadores</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Gestión de la transición</td>
|
||||
<td>Reduce la ansiedad ante los cambios</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Adquisición de habilidades</td>
|
||||
<td>Divide las tareas complejas en pasos manejables</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Habilidades de comunicación y sociales
|
||||
Fomenta la interacción con los cuidadores
|
||||
|
||||
Gestión de la transición
|
||||
Reduce la ansiedad ante los cambios
|
||||
|
||||
Adquisición de habilidades
|
||||
Divide las tareas complejas en pasos manejables
|
||||
|
||||
## Guía paso a paso para padres
|
||||
|
||||
@@ -97,7 +114,28 @@ Observe lo que su hijo realmente valora:
|
||||
|
||||
- Tableros Primero/Luego: "Primero termina tu tarea, luego juega afuera."
|
||||
|
||||
- Tabla de ejemplo: Primero… Luego… Ponte los zapatos Elige un libro para la hora de dormir Termina 5 problemas de matemáticas 5 minutos de tiempo con la tableta
|
||||
**Tabla de ejemplo:**
|
||||
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Primero…</th>
|
||||
<th>Luego…</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Ponte los zapatos</td>
|
||||
<td>Elige un libro para la hora de dormir</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Termina 5 problemas de matemáticas</td>
|
||||
<td>5 minutos de tiempo con la tableta</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
|
||||
|
||||
### 5. Reforzar el esfuerzo, no solo los resultados
|
||||
|
||||
@@ -107,39 +145,71 @@ Observe lo que su hijo realmente valora:
|
||||
|
||||
## Errores comunes y cómo evitarlos
|
||||
|
||||
Trampa
|
||||
Solución
|
||||
|
||||
Recompensas retrasadas
|
||||
Ten a mano temporizadores para marcar el momento.
|
||||
|
||||
Reforzar el comportamiento no deseado
|
||||
Entrega la recompensa solo después de la acción correcta.
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Trampa</th>
|
||||
<th>Solución</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Recompensas retrasadas</td>
|
||||
<td>Ten a mano temporizadores para marcar el momento.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Reforzar el comportamiento no deseado</td>
|
||||
<td>Entrega la recompensa solo después de la acción correcta.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Usando Sobornos</td>
|
||||
<td>Planifica los reforzadores con anticipación, no esperes a los berrinches.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Usar en exceso un solo reforzador</td>
|
||||
<td>Rotar a través de un "menú de reforzadores"</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Instrucciones vagas</td>
|
||||
<td>Sé específico y observable</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Seguimiento inconsistente</td>
|
||||
<td>Establece recordatorios o gráficos para ti mismo.</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Usando Sobornos
|
||||
Planifica los reforzadores con anticipación, no esperes a los berrinches.
|
||||
|
||||
Usar en exceso un solo reforzador
|
||||
Rotar a través de un "menú de reforzadores"
|
||||
|
||||
Instrucciones vagas
|
||||
Sé específico y observable
|
||||
|
||||
Seguimiento inconsistente
|
||||
Establece recordatorios o gráficos para ti mismo.
|
||||
|
||||
## Refuerzo vs. Soborno
|
||||
|
||||
El refuerzo es planificado , consistente y sigue los comportamientos deseados. El soborno es reactivo , se ofrece para detener el mal comportamiento.
|
||||
|
||||
Refuerzo
|
||||
Soborno
|
||||
|
||||
"Completaste tu tarea, ¡así que ahora es hora de jugar!"
|
||||
"Deja de gritar y te daré un caramelo."
|
||||
|
||||
Aumenta la motivación con el tiempo
|
||||
A menudo reduce la confianza y las ganancias a largo plazo.
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Refuerzo</th>
|
||||
<th>Soborno</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>"Completaste tu tarea, ¡así que ahora es hora de jugar!"</td>
|
||||
<td>"Deja de gritar y te daré un caramelo."</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Aumenta la motivación con el tiempo</td>
|
||||
<td>A menudo reduce la confianza y las ganancias a largo plazo.</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
|
||||
|
||||
## Cuándo solucionar problemas de tu enfoque
|
||||
|
||||
@@ -163,19 +233,33 @@ Si no estás viendo progreso:
|
||||
|
||||
- Reforzadores desvanecidos: Aumente gradualmente el esfuerzo requerido o reduzca la magnitud para fomentar la independencia.
|
||||
|
||||
Gráfico rápido:
|
||||
**Gráfico rápido:**
|
||||
|
||||
Tipo de programación
|
||||
Ejemplo
|
||||
Cuándo usar
|
||||
|
||||
FR2
|
||||
Recompensa cada 2 pasos correctos
|
||||
Construyendo habilidades iniciales
|
||||
|
||||
VR3
|
||||
Recompensa en promedio cada 3
|
||||
Mantener comportamientos establecidos
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th>Tipo de programación</th>
|
||||
<th>Ejemplo</th>
|
||||
<th>Cuándo usar</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>FR2</td>
|
||||
<td>Recompensa cada 2 pasos correctos</td>
|
||||
<td>Construyendo habilidades iniciales</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>VR3</td>
|
||||
<td>Recompensa en promedio cada 3</td>
|
||||
<td>Mantener comportamientos establecidos</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
|
||||
|
||||
## Fomentar la motivación y la independencia: Próximos pasos
|
||||
|
||||
@@ -183,11 +267,11 @@ El refuerzo positivo en el análisis de comportamiento aplicado (ABA) es más qu
|
||||
|
||||
Para obtener orientación personalizada y apoyo ABA, comuníquese con el Instituto de Autismo de Arizona y programe su consulta gratuita hoy mismo. ¡Celebremos cada éxito juntos!
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [Habilidades de funcionamiento ejecutivo y autismo](executive-functioning-skills-autism)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Guía de Autismo para Padres y Cuidadores](parents-guide-to-autism-and-aba)
|
||||
|
||||
|
||||
@@ -25,20 +25,36 @@ No estás solo. El habla y la conexión social están relacionadas, pero no son
|
||||
|
||||
## Hablar vs. Comunicación Social
|
||||
|
||||
Hablando (forma)
|
||||
Comunicación social (uso)
|
||||
|
||||
Saber palabras y gramática
|
||||
Iniciar, mantener y terminar una conversación en el momento adecuado
|
||||
|
||||
Pronunciando sonidos
|
||||
Ajustar el tono y el volumen al entorno
|
||||
<table>
|
||||
<thead>
|
||||
<tr>
|
||||
<th><strong>Hablando</strong> (forma)</th>
|
||||
<th><strong>Comunicación social</strong> (uso)</th>
|
||||
</tr>
|
||||
</thead>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td>Saber palabras y gramática</td>
|
||||
<td>Iniciar, mantener y terminar una conversación en el momento adecuado</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Pronunciando sonidos</td>
|
||||
<td>Ajustar el tono y el volumen al entorno</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Construyendo oraciones</td>
|
||||
<td>Leer el lenguaje corporal y las expresiones faciales</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td>Etiquetar y responder</td>
|
||||
<td>Hacer preguntas de seguimiento, compartir temas, turnarse</td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
|
||||
Construyendo oraciones
|
||||
Leer el lenguaje corporal y las expresiones faciales
|
||||
|
||||
Etiquetar y responder
|
||||
Hacer preguntas de seguimiento, compartir temas, turnarse
|
||||
|
||||
Los clínicos llaman al lado derecho lenguaje pragmático . Es el manual para usar el lenguaje con las personas. Muchos niños autistas necesitan que estas reglas se enseñen directamente y se practiquen en situaciones reales.
|
||||
|
||||
@@ -172,11 +188,11 @@ Si su hijo quiere hacer amigos pero sigue enfrentando los mismos obstáculos, la
|
||||
]}
|
||||
/>
|
||||
|
||||
Previous Post
|
||||
Previous Post
|
||||
|
||||
###### [Por qué la regulación emocional debería ser el corazón de cada programa de ABA](emotional-regulation-aba)
|
||||
|
||||
Next Post
|
||||
Next Post
|
||||
|
||||
###### [Evaluación del Autismo en Arizona: Guía Paso a Paso para Padres](autism-evaluation-diagnosis-arizona-parent-guide)
|
||||
|
||||
|
||||
@@ -14,8 +14,10 @@
|
||||
.service-page h3 + p { color: var(--color-accent-strong); font-family: var(--font-accent); font-size: 1.5rem; margin-bottom: -.8rem; }
|
||||
.blog-post-body { max-width: 960px; }
|
||||
.blog-post-body p { margin-bottom: 1.55rem; }
|
||||
.blog-post-body table { border-collapse: collapse; display: block; margin-block: 2rem; overflow-x: auto; width: 100%; }
|
||||
.blog-post-body td, .blog-post-body th { border: 1px solid var(--color-border); padding: .75rem; }
|
||||
.blog-post-body table { border: 1px solid #d7d9e3; border-collapse: collapse; display: table; margin: 0 0 1.4rem; width: 100%; }
|
||||
.blog-post-body td, .blog-post-body th { border: 1px solid #d7d9e3; padding: 10px; }
|
||||
.blog-post-body th { background: var(--color-primary); color: #fff; }
|
||||
.blog-post-body td { background: #fff; color: var(--color-primary); }
|
||||
@media (max-width: 700px) {
|
||||
.service-page > p > img, .service-page > img { float: none; margin: 1.5rem 0; max-width: 100%; width: 100%; }
|
||||
}
|
||||
|
||||
Reference in New Issue
Block a user