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社交技巧也可以改善由于学校采用伙伴系统,学生可以为彼此提供帮助在一天的特定时间可以证明有问题,比如在学校之前,休息和午餐时间,在集团工作,在体育课程(教育部,无日期)。儿童在这些情况下的行为和他们对待他人的方式会直接受到同伴和实践者以正确方式对待他们的影响;例如，使用简单的语言，鼓励他们，直接与他们交谈，使用图表和图片来发展沟通技巧，并利用一些形式的家庭/学校日记来帮助学校和家长/照顾者之间的沟通。学习者在社交场合中适当行动的能力也会因为不良行为受到挑战而得到提高，而实践者也会学习识别行为变化的催化剂。还需要向学习者提供一种手段，使他们能够控制自己的行为;例如，使用一张彩色卡片，以便能够有一个“暂停”来让自己平静下来，并通过采用设定的程序使ASD儿童在他们的环境中感到舒适. 加拿大温哥华论文代写:社交技巧 Social skills can also be improved as a result of schools adopting a buddy system, which allows pupils to provide help for each other at particular times of the day which can prove problematic, such as before school, break and lunch times, during group work and in PE lessons (DfE, n.d.). Children’s behaviour in these situations and their approaches to others can be directly influenced as a result of their peers and practitioners approaching them in the correct way; for example, using simple language, being encouraging, talking directly with them, using diagrams and pictures to develop communication skills and utilising some form of home/school diary to aid communication between the school and parents/carers (DfE, n.d.). Learners’ ability to act appropriately in social situations is also improved by poor behaviour being challenged, and practitioners learning to identify triggers which are the catalyst for changes in behaviour. Learners also need to be provided with a means through which they are able to control their own behaviour; for example, utilising a coloured card in order to be able to take a ‘timeout’ to calm themselves and through adopting set routines which make ASD children feel comfortable in their environment (责任编辑：admin) |