課程體系

應用行為分析

Alpha 採用具有實證支持的應用行為分析作為教學的主體。應用行为分析(ABA)是一門了解人類行為的科學,通過行為的原理,我們了解行為的目的及環境的影響等,設計對於行為人有價值有意義的行為干預計劃,以達到增進正向行為與降低負面行為的治療目的。 由於目前醫學上尚未能找出自閉症的真實成因、也無法發展出通過臨床實驗的有效藥物,科學界及實務界都一致公認使用ABA 的干預方式是譜系孩童比較好的治療方法。首先,ABA 是完全以實證為基礎,也就是完全根據教師與行為分析師所觀察到的事實作為制定計劃的根本。這個觀念最大的好處是,沒有憑空想象不切實際的推敲、或者為了讓父母安心而虛構的漂亮數字。ABA 只是踏實的、持續的用數字證據來協助教師制定適合的教學干預計劃,並且一步一步的完成計劃,再重新評估修訂出下一步的方向。 再者ABA 的特質是以人為本,設定合理而且對孩子對家庭有意義的的目標,試圖通過對於行為原則的充分了解,在務實的基礎上增進孩子的個人行為、社交行為、溝通技巧等關鍵技能。在Alpha 我們會以ABA 的科學為基礎,靈活運用結構化與自然化的教學設計,用適合孩子的方式,支持孩子的短版,發展孩子的強項。

ABA

Alpha ASD Center adapts evidence-based Applied Behavior Analysis (ABA) as its primary educationparadigm. ABA is a field of science about human behaviors. Through applying behavioral principles, we can identify the relevant environmental variables, and therefore set up behavior goals and plans. Its scientific nature also provides us excellent tools to measure the results and adjust our instruction, so that teachers can promote desired behaviors and reduce problem behaviors. Since there is currently no cure for autism and no known medication that can effectively treat it, ABA therapy is considered the “gold standard” of autism treatment. The use of ABA treatment is widely researched and empirically validated for decades due to its scientific nature. In ABA programs, the educational decisions are based on reliable and accurate measurement through direct observations and ongoing data collection. Nothing is conjured out of thin air or made up from imagination just to comfort parents. ABA practitioners steadily and consistently use data to support teachers making the best intervention plans, step-by-step finish the plans, re-evaluate, and make new plans. In addition, ABA targets on socially significant behaviors when it comes to decision making. ABA practitioners must choose reasonable and meaningful goals for children and their families. Using behavior principles, professionals can effectively and efficiently build up children’s essential skills, such as classroom behaviors, social interactions, and communications. In Alpha ASD Center, we use ABA as our scientific base and provide developmentally- and age-appropriate instruction specifically designed for each and every family.

師生配比

Alpha ASD Center 採取一比一的師生配比。在每天一百八十分鐘的課程中始終都有一位老師與孩子進行互動。但是一比一,並不意味著是連續一百八十分鐘都坐在一對一課堂中刻板學習。我們在大集會、吃點心、玩遊戲、乃至上廁所的活動中,都規劃了學習的項目。在更自然更生活化的環境與日程中,抓住孩子的隨機學習機會,分分秒秒的都不耽誤孩子的成長歷程。

Teacher-Student Ratio

Alpha ASD Center is committed to provide 1 on 1 teacher to student ratio. In other word, there is one teacher at any time to work with one student. his does not mean that one teacher and one student would sit out a three-hour session, just with each other in a boring small room, doing repetitive tasks. We carefully schedule general assembly, snack time, play time, and even restroom break activities for learning. We believe that it is essential to take advantage of natural environments to develop functional skills. We aim to capture every possible learning opportunities, so that every minute counts toward children’s progress.

課型規劃

為促進兒童的全人發展,Alpha 採取了主題式的教學方式,在同一主題下,藉由邏輯認知、遊戲、社交、戲劇、美術、音樂、運動、生活各種不同課題,回應孩子的個別學習目標。我們的教師團隊會根據孩子的能力與需求,在後續描述的四種課型中做靈活安排。

Curriculum Modules

We adapt theme-based instruction to promote whole child development. Under an overarching theme, we arrange eight different subjects in responding to the child’s individual learning goals, including logics, play, social skills, drama, arts, music, PE, and self-care. Our teachers make flexible arrangements of the following 4 modules of coursework based on the child’s abilities and needs.
01、專屬密訓課 / Early Intensive Experience

一對一、小空間教學環境教學目標:避免干擾,建立個人學習項目
適用能力:初學或是社交互動能力不足
主要教學項目包含以下基礎學習者技能:

1-on-1, in a small space environmentTarget: Avoid disturbance and build up personalized goalsMost appropriate for new learners or those who have great difficulties with social interactions and incidental learningPrimary course topics include the following basic learner’s skills

A學習配合
B動作模仿
C語言理解
D語言模仿
E表達需求
F認知命名
ACooperation
BMotor Imitation
CLanguage Comprehension
DVerbal Imitation
ERequesting (Manding)
FCognition and Labeling (Tacting)
02、專屬多向互動 / Peer-Mediated Communication

數個孩子互動遊戲,由多位老師攜手合教
教學目標:在小群體中,練習互動型的學習項目
主要教學項目包含以下小組學習所需相關技能

Interactions among several children, co-taught by a group of teachersTarget: Promote social exchange and communication in a small group Primary course topics include the following team play skills:

A互動遊戲
B社交溝通
C社會規則
D課堂紀律
E分享互助
F對話討論
AInteractive play
BSocial Communication
CSocial Rules
DClassroom boundaries
ECaring and Sharing
FConversation and Discussion
03、拓展密訓 / Preparation for Inclusion

延伸到大環境中的一對一教學
教學目標:幫助孩子從一對一無干擾的教學模式,逐漸過渡到集體的學習環境
主要教學目標包含以下進階學習者技能:

1-on-1 teaching, but in a big classroom or an open area Target: Provide transition from 1-on-1 restricted setting to a much more natural group learning environment Primary course topics include the following advanced learner’s skills

A泛化學習
B粗大運動
C增強關注
D生活自理
E群體規則
F拓展興趣
AGeneralization
BGross Motor
CAttention
DSelf-Care
EGroup rules
FExpand Interests
04、拓展多向互動 / Multi-Dimensional Interaction

在老師帶領下進行多個孩子互動交流
教學目標:在團體環境下進行習得技能的串連與泛化,以及學習新技能
主要教學目標包含以下集體技能:

A group of children attend the same class, taught by a team of teachers Target: Apply previously learned skills in multiple contexts, and directly learn new skills in a group setting Primary course topics include the following school readiness skills:

A團體活動
B團隊常規
C集體指令
D合作共享
E團隊榮譽
F獨立負責
AGroup Activities
BClassroom Routines
CUnison Responses
DCollaboration
EGroup Honors
FIndependence and Responsibility
初學的孩子需要適應新環境、建立配合度,可能需要更多的一對一課程。然而隨著孩子的能力的提升,我們期待拓展多向互動課的比重增加,以期孩子最終能逐步適應團體生活,全備進入幼兒園或小學的能力。 When children are newly admitted to our center, they may need some time to adapt to and cope with a new environment. We will prepare more 1-on-1 sessions, and possibly in a more restricted learning environment (such as the modele of Early Intensive Experience) to help attenuate this transition. Aligned with their progress, we will gradually introduce and increase the modules of Peer-mediated Communication and Multi-Dimensional Interactions. We expect children will eventually thrive in our designed group activities, further prepared for kindergarten or elementary school.

團隊教學

我們的教學雖然操作上很靈活,但是本質上卻是極為嚴謹。嚴謹表現在我們對於專業教學程序的要求。從評估到設計到教學執行,一絲不苟,由總監與督導嚴格把關。我們使用團隊教學模式,由四到五位老師一組,跟四到五名孩子與家庭一起工作。雖然我們設有主責制度,每個家庭都有一位主責老師負責溝通、協調、與對接,然而孩子的學習中卻不僅有一位老師,而是整個團隊的每位老師都會跟孩子工作。團隊教學最大的優勢是能夠互相幫忙、揚長補短,充分發揮每位老師的特長,讓教學更加堅實有效。孩子也可以跟更多不同的老師接觸,擴展人際互動與適應。

Model of Collaborative Teaching

Despite of flexible and individualized instructions, we do not sacrifice rigor and excellence. The Superintendent with a team of supervisors carefully monitor every step of the teaching. No detail is overlooked from evaluation, planning, to delivery. We use a model of collaborative teaching, which includes 4 to 5 teachers to support a group of 4 to 5 children and their families through connected courses. Based on the information collected at the initial consultation¸ we assign the child to a small class which meets his/her age and ability. A main teacher is appointed to each family, responsible of any school-family communication while the child will continuously receive instruction from all teachers in this class. Collaborative teaching model allows children and teachers to benefit from continuous exchange of ideas in mutually respected atmosphere. Teachers help each other to maximize their potentials so that the teaching can be more solid and effective while avoiding a fragmented instruction or hostile competition amongst teachers. In addition, children can interact with multiple teachers and classmates with different personalities, which further enhances children’s social competence and boosts their adaptions to new experiences.