Hello, Dr.T speaking...

Dr.T

小朋友鍾意講嘢唔太算係行為問題,除非他這個行為達到一個不能自控及嚴重地影響他日常生活的程度,否則不需要太擔心.

或許現時你的孩子不太明白何時應該說話,何時不應該這些所謂"睇人眉頭眼額"的非語言行為--解決/教導方法是要多費唇舌在每個情況下用言語說明清楚,不要只是跟他講:"唔好嘈,收口"等負面而無建設化性的教訓.因為當然他通常都會收聲一段短時間,但因為他根本不知道為何在那個場合不應說話,於是過了一會便又再來過...

耐心一點和小朋友講清楚,相信有幫助的.

yingng 寫道:
我個仔今年6歲...唔知點解佢好鍾意講嘢.....

Dr.T

1. 你所提及的都是一些十分"大"的課題(責任惑,守紀律及加強學習興趣...),絕非網上三言兩語可以解答得到,即使一般講座也最少每個課題講一小時

由於很多背景資料及環境因素不清楚,建議你找居處附近的各志願機構屬下的家庭服務中心社工個別傾談一下,相信對你的疑惑更有幫助

2. 有那些父母是天生是識教仔的?每個人都是邊做邊學,最重要的是"知錯能改",因為任何的行為問題,很多時候都是多於一種因素造成的,社工及輔導員的作用是與你一起(注意不是替你)抽絲剝繭找出問題的"可能"因素

yingng 寫道:
1 ...點先可以令我小朋友有責怪感.....同守紀律....仲有....我有時想同佢玩d動腦筋遊戲....但係佢好似唔想玩咁.....Dr.T有咩方法可以訓練佢動腦筋呢?
2 我係一個唔識教仔嘅媽咪..

Dr.T

Dear bb2005hk,

稚言稚語絕對比我有資格答你的問題...又或者各位旁觀者有否聽力學家在場呢?請幫手     

Dr.T

首先要搜集一些基本資料:

1. 何謂大事?何謂小事?
2. 頻密程度及通常為時多久?
3. 現時的處理方法?學校與家中有沒有分別?
4. 那些情況下她即使面對所謂"大小事"亦不會喊?

相信當你攪清楚以上的問題時,你便會大致上明白如何處理她現時的行為

snowgirl 寫道:
我有一個問題，我女兒4歲，好鐘意喊，小小事又喊，大件又喊，老師已經同我講過呢個情況。我可以點做呢？

Dr.T

因本周末較繁忙,容許小弟過兩日才回答大家的問題...當然,若另有旁觀的高手技癢可隨便出招...代答

PS 相信今晚會過3000hits...

Dr.T

多謝snowgirl的描述-其實這是大家庭中的年紀最少的小朋友常見的問題,因為"萬千寵愛在一身"!於是便"學"懂了以喊來應付所有不如己意的事情.處理方法必須家中各人統一口徑回應她的哭鬧,當然要接納她有表達情緒的權利(例如:媽咪知你累...),但簡單帶過便可以,不要與她糾纏.至於教導/引導她正確的做法要在平時做,例如找一些有類似情況的童話故事,使她思想上最少知道遇到不如意事時的合理反應.

但正如你所說,年紀漸長後便會減少,因為長輩們不再像以往那麼"縱容"

Dr.T

1. Both can be possible. I think the teacher probably defines "speech problem" as not being able to speak well (articulation), which obviously might not be the case. But may be the child is having problem expressing his emotion verbally and hence all the temper tantrums.

2. I would suggest him seeing someone who is experienced in helping relatively young children. Prefereably a counselling psychologist or play therapist.

KathyChing 寫道:
1. Do you think he has a speech problem or a behavior problem?
2. If she want to seek professional advice, which kinds of professional advice speech therapy or child psychologist and where can she find?

Dr.T

All I can say is when Glenn Doman started writing his original books, very little about autism was known. As far as I know autism is not considered to be a "brain-injury."

I found the following information from the The National Research Center on Learning Disabilities website (http://nrcld.org/index.html), which "engages in research, develops recommendations, and provides training to help administrators, teachers, parents, and policy makers address the complex issues surrounding the proper identification of students with learning disabilities who need special education services."

"Glen Doman, a physical therapist, founded the Institutes for the Achievement of Human Potential in Philadelphia, Pennsylvania, in 1955. He along with Carl Delacato, an educational psychologist, developed a controversial approach to treating children with brain injury.13 Their program of "neurological organization" was based on three assumptions: (a) the development of the individual, ontogeny, recapitulates the development of the species, phylogeny; (b) children with brain injury need to be trained to have cerebral dominance; and (c) training procedures need to change the brain itself, not just symptoms (Delacato, 1959, 1963, 1966).

The Doman-Delacato program enjoyed considerable popularity for a time, but it eventually met with overwhelming criticism from the field (Robbins & Glass, 1969). In 1968, a number of professional organizations14 issued a statement criticizing the Institutes on four major points: (a) the promotional methods placed parents in an awkward position if they decided against using the treatment; (b) the training regimens were very demanding, which might cause parents to neglect other family needs and restrict the child from engaging in age-appropriate normal activities; (c) the claims for success were not backed up by credible research; and (d) the theoretical foundation of the methods were questionable."

Dr.T

In fact it is interesting to see how an rather outdated concept being re-package as 幼兒大腦潛能訓練 nowaday and people with/without proper qualifications are all claiming themselves as the "infant brain development specialists"

I personally would not object parents using this method as long as they are aware of its limitation and will not spend the whole day doing it (e.g. just focusing on cutting the flash card into the right size rather than deciding what the child needs to learn, as I noticed in other discussion group).

Just as the cited report stated, "the training regimens were very demanding, which might cause parents to neglect other family needs and restrict the child from engaging in age-appropriate normal activities."

mrsphcheung 寫道:
Thank you very much for your critical advice.  As a layman in the field of special education, the reference web site has broaden my horizons.  Thanks a lot.   

Dr.T

Yes, STs are OK but the CPs are rather green...

KathyChing 寫道:
Do you know there is child psychologist or speech therapy in HeepHong? Thank you.

Dr.T

I think STs are experts in this area as we are talking about communication here. I vaguely remember there's a training system called PECS. I suppose my dear web friend 稚言稚語 will tell you more about this...right?

mrsphcheung 寫道:

Dr.T

Thanks for your help...if it is so then it sounds like Makaton to me, possibly just a bit more comprehensive?

稚言治語 寫道:
PECS...

Dr.T

Thanks for updating my knowledge.

稚言治語 寫道:
[PECS] Not really similar...

Dr.T

你是否指在加拿大(滿地可??)找一個華人兒童心理學家?

roy&shiny 寫道:
...do u have friends or u know someone doing the same job as u?

Dr.T

讓我嘗試打聽一下... --已拜託高人代問加拿大方面的朋友

roy&shiny 寫道:
...I want to have doctor as u in montreal and speaking english or chineses.

Dr.T

1. 當然記得
2. 作為第三者兼所謂專家,始終認為只要行為本身沒有影響那個人的正常生活,便無需擔心...從好的方面看,自動自覺練字其他家長是求之不得呢!也許讓小朋友學寫毛筆字,順勢培養另一方面的"興趣"也未嘗不是好事.

stellacl 寫道:
1...唔記得我...仔仔
2...佢成日將d佢識寫既中文字 (有時英文字) 亂寫出來... 應唔應該去stop佢呢種行為呢 ?  應該點做 ? ...

Dr.T

令我諗起曾先生:

stellacl 寫道:
...因為佢除左鍾意寫在電腦同埋紙上, 仲鍾意寫在幅牆上面...

Dr.T

    

stellacl 寫道:
死啦....佢d字又真係幾似曾先生

Dr.T

His relatively better performance when playing piano and reading might indicate that he needs some kinds of "visual" stimulation in order to pay attention to whatever we want him to do. Incorporate some hand gestures or exaggerated facial expression with your oral instructions should make the "words" more visible to him. Your tone of voice is also important.

2. It is not uncommon for an even non-autistic person to develop a seemingly obsessive behaviour, just like your son's "love" of MTR stations. How you can develop this into a meaning project for him depends on his cognitive ability. If he's bright enough you can have him conducting a research on all the details of each stations (location, history, etc). Some gifted person that I come across also have this kind of "obsessiveness" and they do appear to be rather eccentric from others' point of view.

Again, as I mention before in other topics "自閉傾向" is a very bad diagnosis and it means nothing to me. Certainly that's the clinicians' fault who keep on using it without explaining to the parents clearly.

wewangwang 寫道:
1. ... is weak in hearing oral  instruction in a group. But he can concentrate well in playing piano and reading. How can we train him to response to hearing oral instruction?

2. Recently he became addicted to bus route. ... Is it a feature of 自閉傾向behaviour?   

Dr.T

First of all the group size must be relatively small and it really takes time for them to learn all the non-verbal social rules.

Different social situations will have different rules and kids with social skill deficit will have the problem of transferring what he learns from one location to another.

Sadly there's no faster way to achieve this goal.

wewangwang 寫道:
...he seems to be quite distracted in hearing other's instruction...