Social activity breakthrough

LPYdad1

3rd part
Method to improve eye contact – let me divide into treatment, training and education basically. Training mostly helps the focus and direction which I mentioned before already. So, remaining is treatment & education…
Of course, repairing the brain esp wiring biologically is the most important part I guess. This part is highly controversial, since I don’t want to make any advocacy on any treatment, so let me leave it. But one treatment I could definitely recommend you to do (I guess u know what I am saying) – PLAYING with FUN. Exercise with happiness is definite a critical cure of disorganization of the brain.  (One thing a bit out of topic I want to say is that “Learning is fun” IS WRONG! Should be “FUN is learning” I hope they don’t sue me and I think they are a gd company. It is a bit like the slogan of HKU (明德格物) . In here, fun is the cause and it should also be the ultimate goal. Learning is the tool. Otherwise, learning is meaningless.) Please always remember Fun is the root cause of a kid’s interest. When he is interested, his eye contact will be a lot better.
As I said before, our society provides too many unrelated or unnecessary education materials – please try to cut them off as much as you can. Your kid will not use such information, but store them somewhere until the end of the world. “A for alligator, B for Biology”, these kind of information is just asking your kid to memorize the text with no practical reference. I don’t know what eye contact he could have relating to such kind of information in brain. Please only educate him those matched with his intellectual capacity, and matched with REALITY. He could recall such info quickly and easily from the brain.
So, our teaching method should relate to him, his life and his society. It should be horizontal (against vertical) to your materials. Saying like A for apple, when explaining what is an apple. Don’t bring him the details of an apple from the skin to the seed??? Or how to grow an apple, or how nutrious is an apple? Do not conglomerate to Newton in gravity. (My example might be an exaggeration) Be relevant to him. Apple is a fruit that you could eat, could be bought in supermarket, etc. Text should be life-oriented. (A bit Algorithm 演譯法against induction 歸納法 in philosophy) Of course, other than A for apple, bring him an apple or toy apple to look at and to touch w/ (I will perhaps start to write about sensory aid, facial expression & 3 dimension world to eye contact next time), I guess A for arms, ask him to look at & touch his own arms. Look at sky to find an aero plane when A for aero plane, etc. All these will help him to gain correct eye contact. It could also give him some interest, relevance to his life and even space for imagination. When they have to say something related or need to listen to something related, their brain will locate the info easier and quicker since they have came across with and they understand the relevance. Their eye balls should now jumping less since they have less doors to knock on. Eye contact will be more sincere and proper. Most importantly, these information are not in pieces and meaningful. They will start to have some contents inside his eye now while speaking or listening. One more additional thing he gain is that it starts to build a bridge relating from an apple to supermarket, apple to eating,.. and all these could be easily refreshed and be relevant in life time in some other topics.
Of course, it is only one bit, there is still a lot more…
(Will continue again)

[ 本帖最後由 LPYdad1 於 11-10-30 02:13 編輯 ]

LPYdad1

4th part
So when you are going to teach yr kid an item, try to bridge to his life experiences, staying in LT memory, avoiding too many details or being too inductive. Try to save his eye contact and his brain from too timey and tiring way of thinking every time. Another example I could think of - when teaching him what is called a “house”. His thought might gather all details of a house first. Saying like a house consist of a sofa, a TV, a kitchen & a bedroom, etc. By then, problem came. If he will enter a house, he will probably look everywhere the details for a house. After all requirements have met, a conclusion is then made. So tiring and timey for a kid’s eye and brain! A problem goes even further if there is irregularities, such as a house having no single kitchen, his eyes might probably search & search again (to find a single kitchen???). Until someone clarifies or he has insight that it is already a house even there is no single kitchen. By then he will conclude the concept of a “house”. To relate his learning into his life (probably shortening his thinking process), one suggestion I guess is explaining the concept of a” house” is where you live in, sleep in with some sensory help like sitting on a couch or lying in bed, etc.

Such way of thinking also contributes another visual problem that not many PDD experts has discussed, but affect the effectiveness of a kid’s eye contact I think. We heard that kids with PDD relies on visual facts largely (which I think is true). However, not many experts take account into or even realize the fact that (but I have quite a confidence that parents noticed) a kid with PDD has very poor three dimension sense. I am not saying that they could not see a thing clearly. What I am saying is that they have a strong tendency to condense a view or a scene from a 3 dimensional view into a flat view. An example I could think of, I have seen many pretty drawings from kids w/ PDD. Other than very detail oriented, their drawing seems to compress every details into a one dimensional view. Their portrait seldom gives a view with distance since their 3 dimensional sense are relatively weak.  

Other than their way of thinking contributing this, such problem is primarily related to their sensory problem since our 3 dimensional sense comes from our functioning of TWO eyes basically (but assuming they are normal first since no clear evidence showed kids w/ PDD having visual deficiency though I did heard kids w/ PDD are easily come w/ lazy eyes), by then our somatic and frontal sensory (which they might have deficiency), and then our sound sensitivity to the environment (which a kid with PDD is commonly weak of) and then processed the data in our way of thinking. Lack of 3 dimensional sense lead to a kid with PDD would not able to trace the origins of a sound. Correct eye contact of course turns to be difficult for these kids since their concept of distance is distorted.

These problems – way of thinking, sensory problem, lack of 3 dimensional sense have never a single cause & effect relationship. They are highly dependent on each other. So my next step will try to give some suggestion to enhance their 3 dimension sense other than sensory integration method (which are well-known by parents or experts I guess) or method to change their way of thinking (which I already mentioned).
(Will continue again)

LPYdad1

5th

A few practical issue is crucial to affect our 3 dimensional sense (except sensory integration & thinking technique or technique from LP program)
Choosing TV & computer program- TV should basically be minimized since it is MERELY compressing a 3 dimension view into a flat view in a TV box or in a screen. The light is also too dashing. In case you need yr kid to watch TV program during a treatment or therapy like acupuncture, you should understand watching a soap opera or a real movie is better watching a cartoon or a purely computer animated film. I could recommend something like a recent movie of an animated bear with real actors or a series of the three animated little squirrels with actors. The film at least is shot in real scene with shadow. Cartoon scenery is definitely flat and artificial. In a worst case, watching a cartoon like Thomax train is better than watching Lion Queen or Micky Mice. The former at least are shot in real figures. The latter are even worse since kids can’t identify facial expression clearly and all scenery is purely animated or drawn. The color is also too dashing. All these are trying NOT to teach your kid how to compress our 3 dimension world into a flat view. But 3D movie of course is too tiring for kid’s eyes. Some healthy function could help like bringing your kid to see a play or a musical, site seeing, hiking, etc.
About books & readings – choosing picture book or readings to kids is essential. Other than finding some 3D books, the important issue is that picture of a books should portray a scenario, not even a scene. What I mean is that a picture should have an emphasis. For example, a picture of a beach should be the shore and the sands. Please don’t teach yr kid every detail. Instead, guide him to identify a beach since there is shore, much sand around and swimmers (relating to real life) . Just point two to three key features to yr kids are already good enough, other than words since it is quite inevitable in most case I guess. Please avoid yr kid to play Walley picture book. That is definitely not suitable.
Toy hours – You probably have lots of toys for your kids, right? I remember I said some time before playing toy house is good for kids since it is relating to life experience and u could get some hints from what he is thinking while he is playing a toy house. It is already a good tool for a kid to picture the world, but it still remains in a 3D manner. What you could do better is that sometimes bring yr toy house in different places to play. Today in the floor, tomorrow in the dining table, or play in different angle next time if possible. Try to enhance his flexible views over an object. Sometimes, u might add an unrelated figure (e.g. a dinosaur) in a toy house to break the routine and gain some creativity. Car park (esp. for boys) has similar function, but less lively I guess.

Passage is too long - next time continue with outdoor work