The label autistic has been applied rather loosely to a veriety of developmental disorders.Stone (1976) suggests that autism should be restricted to cases presenting the syndrome as described by Kanr,recognizing that this is not a common condition and more frequently a variety of clinical states showing autistic features is encountered.
The "alone-ness" is an aspect of these children that can be avoided by contact with the physiotherapist and by working in a group situation ,though these ideals are not always easy to achieve .
The situation where the autistic child is left alone in water and ignored .The author has seen such children left in this way with their hands close to their faces,rocking forwards and backwards , circling continuously and making their way into deeper and deeper water,"alone" in their world and totally unaware of the danger .
They generally love the feel of water and have a good response to rhythm,and activities to music and,about all,singing which frequntly brings about their first verbal responses,is an excellent way in which to work with them.
like the Down's syndrome children, the autistic child can suddenly go wild and disrupt the group.This should be dealt with as it arises in the same was as for the down's syndrome child
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標籤孤獨癖已經被相當鬆弛使用到發展的disorders.Stone的veriety ( 1976 )
建議孤獨性限制到病例象透過Kanr 描述的那樣提出綜合症， 認識到這不是一種普遍的狀態和更經常多種臨床的狀態顯示孤獨癖特徵被遇到。
單獨ness" 是可以與理療醫師的聯繫和透過成群工作情勢被避免的這些孩子的樣子， 雖然這些理想不總容易取得。
在水裡，孤僻兒童被單獨留下的情勢和忽視。 作者看見這樣孩子與他們接近於他們臉的手一起離開以這種方法，晃動轉交和向後， 連續環繞並且進入得更深和深水，" 單獨" 在他們的世界和全部沒意識到危險。
他們一般愛水的感覺並且有對節奏的好回應， 並且活動給音樂和，大約所有人，唱frequntly達到哪個他們的第一個文字回應， 是在那裡可以與他們合作的一種極好的模式。
象開闊的高地的綜合症孩子一樣， 孤僻兒童能突然走狂熱並且使至於鎮靜劑綜合症孩子混亂group.This 作為經營在相同出現參考資料： 員林郭醫院復健科”林高明”叫你讀書不讀書