Kunezinhlobo Eziningi ze-ABA. Ikuphi Okufanele Ingane Yakho?
I-Applied Behavior Analysis (ABA) ivame ukuchazwa ngokuthi "i-standard standard" uma kuziwa ekwelapheni kwe-autism. Kodwa kunabalandeli bayo. Abanye abantu (ikakhulukazi abasebenza ngokuzimela be-autistic-self-advocates) banomuzwa wokuthi le nqubo iyadambisa futhi, ezimweni eziningi, ihlukumeze ingane.
Ochwepheshe abambalwa batjela abazali ukuthi i-ABA ihamba phambili kakhulu kubantwana abanesimo esibi kakhulu se-autism - futhi batusa ukuthuthukiswa noma ukudlala ukwelashwa esikhundleni se-ABA.
Ukuthuthukiswa nokudlalwa kwemithi kugxile kakhulu ekusebenzisaneni, ekukhulumisaneni nasekukhuleni ngokomzwelo ngenkathi i-ABA (akumangalisi) igxile ekuziphatheni kuphela.
Okuyiqiniso ukuthi izingane zingathola ukwelapha kokubili nokuthuthukiswa, ngakho-ke ukukhetha akudingekile ngempela. Kodwa ingabe i-ABA ayifanele ngempela ukuthi izingane eziphezulu zisebenze nge-autism?
Okwenza Akekho Omunye "Oweqile" Ukuguqulwa Kokuziphatha
Ukuziphatha, ngokwakho, kuyindlela nje yokufundisa ukuziphatha okufisayo ngokunikeza imivuzo yokuthobela (noma imiphumela yokungalaleli, nakuba ukuqiniswa okungalungile kuphelelwe isitayela eminyakeni yamuva). Sisebenzisa indlela yokuziphatha lapho sithi "uzothola i-dessert uma uqedela i-peas yakho," noma "ungahamba nabangani bakho uma uhlanza ikamelo lakho." Izindawo zokusebenzela zisebenzisa amasu wokuziphatha lapho enikeza izikhuthazo zokufinyelela imigomo ethile.
Ukwelashwa kokuziphatha kuyasebenza ezinganeni eziningi ezine-autism.
Umgomo wokuphathwa ngokuziphatha ukusiza izingane zifinyelele ezingeni lekhono labanontanga abathuthuka. Lolu hlelo luhlukaniswe ngabanye ukuze luhlanganise izindawo zamandla nezindawo zobuthakathaka eziqondene nengane ngayinye. Ngakho-ke, ngisho nezingane eziphakeme kakhulu zingazuza ekunakekeleni ukuziphatha.
Kungani i-ABA inganikezwa ngendlela efanele kumntanakho
I-ABA iyindlela yokwelapha yokufundisa izingane nge-autism. Njengalokhu, kuvame ukuhlinzekwa kumongo we "ekilasini ye-autism" ehlinzeka ngokukhethekile abantwana abanezimpawu ezinzima kakhulu. Iningi lezingane ezichitha izinsuku zabo "ekilasini le-autism" lichitha kancane noma alikho isikhathi esimweni semfundo jikelele. Uma unomntwana osebenza kahle ohlakaniphile nokuziphatha okufundela eklasini lemfundo ejwayelekile , "i-autism classroom" kungenzeka ibe yindlala .
I-ABA ingabuye inikezwe ngesilungiselelo esisodwa esisodwa. Lokhu kungasiza kakhulu ingane efunda amakhono ayisisekelo kakhulu noma engakakwazi ukubandakanya noontanga endaweni yokudlala noma kwenye indawo yokudlala . Ngomntwana osebenzayo ophakeme, noma kunjalo, i-ABA kufanele inikezwe ekulungiselelweni "kwezwe langempela". Uma abakwa-ABA abahluleki noma bengathandi ukusebenza nomntanakho esimweni semvelo , i-ABA ingahle ifaneleke kahle.
Ngokwe-Lovaas Institute nabaningi abanikezeli be-ABA, i-ABA kufanele inikezwe amahora amaningi ngesonto ( amahora angu-40 yiyona "ekahle" ). Kulelizinga lokuqina, akunakwenzeka ukuba ingane ihlanganyele kunoma yini enye ngaphandle kwelashwa ngaphandle kwesikole.
Ayikho imidlalo, akukho mculo, ayikho isikhathi esingaphansi - ngaphandle kokuba umhlengikazi we-ABA empeleni esebenza nengane ngesikhathi esebenza ngemuva kwesikole. Uma unomntwana okwazi ukuhlanganyela emisebenzini evamile, futhi i-ABA ingenza leyo misebenzi ingenzeki, i-ABA ingahle ibe yinto embi.
Indlela i-ABA kufanele Yenziwe ngayo ngokwezifiso zezingane eziphakeme kakhulu
Kungenzeka yini ukuthi i-autistic ingane ibe phezulu kakhulu ukusebenza kwe- Applied Behavior Analysis (ABA)?
I-Lovaas Institute, ekhethekile (futhi iphayona) i-ABA ye-autism, inikeza lolu lwazi:
Ngokuvamile, kukhona idatha encane etholakala ekuhlolisweni kontanga, izihloko zokucwaninga eziqhathanisa imiphumela yokuziphatha ngendlela yokuziphatha "yezingane eziphansi" kanye nezingane eziphezulu.
Kungakhathaliseki ukuthi, amaphuzu alandelayo kufanele akhiwe:
- Umgomo wokuphathwa ngokuziphatha ukusiza izingane zifinyelele ezingeni lekhono labanontanga abathuthuka. Ukwelashwa kokuziphatha akuyona nje uhlelo lokufundisa ingane ukuba ikhulume, noma icele, noma ilebula izinto. Luhlelo olubanzi olubhekene nokufundisa ukuziphatha okuyinkimbinkimbi namakhono okuxhumana nabantu njengokubona ubuso obuso nokuziphatha kwabanye, ukuthuthukiswa kokuziphatha kokubambisana kwezenhlalakahle, ukuzwakalisa ukuzwelana, nokuxoxisana neontanga ngezihloko ezihlukahlukene kunokuba ububanzi obunqatshelwe kwezithakazelo .
- I-therapy yokuziphatha ingase ibonakale ihluke kakhulu kumntwana "osebenza kancane" futhi "osebenza kahle " nge-autism. Ngaphezu kokulingwa okucashile, ezinye izinqubo ezizwakalayo zokuziphatha ezifana nokufundisa okungahle kwenzeke, imodeli yevidiyo, kanye nokukhiqizwa kwemvelo endaweni engokwemvelo kungagcizelela kakhulu.
- Imithi yokwelapha izama ukusiza ingane ukuze ifunde ngezilungiselelo ezingezansi esikhathini esizayo (isibonelo, kumaqembu oontanga). Kodwa-ke, ngisho nakulezi zilungiselelo ezingezansi, izimiso zokuhlaziywa kokuziphatha okusetshenzisiwe zivame ukhiye empumelelweni yengane. Ezinye zalezi zimiso zihlanganisa: 1) ukuchaza ukuziphatha okulinganiselwe ushintsho, 2) ukuphenya umsebenzi wokuziphatha okungalungile, 3) ukuqinisa ukuziphatha okufanele, kanye 4) ukuqhubeka kokulinganisa njalo.
Ngokufingqa, abazali abalahla ukwelashwa kokuziphatha ngoba batshele ingane yabo kakade "basebenza kahle" bangaphuthelwa ukungenelela okuphumelelayo. Inhlangano ehloniphekile egxile ekwelapheni kokuziphatha kwabantwana abane-autism kufanele ikwazi ukuhlola ingane bese ixoxa nabazali izinjongo ezithile kanye namasu okufundisa asekelwe ezinamandla nezidingo ezithile zomntanakho. Abazali banganquma ngokufanele ukuphathwa kokwelashwa kwendodana noma indodakazi yabo.
> Imithombo:
> Cohen, Howard, Amerine-Dickens, Mila, Smith, Tristram. (2006). Ukwelapha Okuqala Kokuziphatha: Ukuphindaphinda kwesibonelo se-UCLA ku-Setting Community. Journal of Developmental & Behavioral Pediatrics, 27 (2), 145-155.
> Downs, Andrew & Smith, Tristram. (2004). Ukuqonda Ngokwengqondo, Ukubambisana, Nokuziphatha Komphakathi Ezinganeni Eziphezulu Ezisebenza Nge-Autism. I-Journal ye-Autism ne-Developmental Disorders, 34 (6), 625-635.
> Lovaas, OI (1987). Ukwelashwa kokuziphatha nokusebenza okujwayelekile kwezemfundo nokuqondiswa kwezingane ezincane ze-autistic. Journal of Consulting and Psychology Psychology, 55, 3-9.
> Smith, T., Groen, AD, Wynn, JW (2000). Ukuhlolwa okungahleliwe kokungenelela okusheshayo kwezingane ezingenayo > ezandayo > ukukhathazeka kwentuthuko. Umagazini waseMelika wokuThambekela Kwengqondo, 105, 269-85.
> Sallows, Glen O. & Graupner, uTamlynn D. (2005). Ukwelashwa Okujulile Kokuziphatha Kwezingane Ne-Autism: Umphumela Wezinyanga Ezinine kanye Nokwenqabela. I-American Journal Ngokwehla Kwengqondo, 110 (6), 417-438.