A Teaching Package for Children with Autism Spectrum Disorder in Hong Kong

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    • 00:15

      DR. HO FUK CHUEN: In 2001, our teamwas funded by the Quality Education Fundto start a home school passion project to teach childrenwith ASD social skills.[Dr. Ho Fuk Chuen, Project Leader]The team used Theory of Mind program handbook publishedby Howling and others as a reference

    • 00:36

      DR. HO FUK CHUEN [continued]: to design our training materials.And the major adaptation is the changeof the context, which is local to Hong Kong environments.And the feedback from school teachersshows that the children benefitedfrom the intensive and systemic training,

    • 00:57

      DR. HO FUK CHUEN [continued]: as the resources for students with ASDwere limited at that time.Our research team later compiled the teaching materialsinto a teaching package.And it was well received by teachers in [INAUDIBLE]..However, teachers had some concernson this teaching package.

    • 01:17

      DR. HO FUK CHUEN [continued]: First, the recognition of four basic emotionswas less efficient for students to socially interactwith other pupil.Children with ASD may obtain more benefitsfrom those programs with a wider selection of emotionsand social skills.

    • 01:38

      DR. HO FUK CHUEN [continued]: Second, though positive results were observed in this trainingprogram, the program was mainly designed one-on-one teachingand focused on teaching four basic emotions.My reading, as well as imaginative play,the programs which are able to cater to this are are

    • 01:59

      DR. HO FUK CHUEN [continued]: small group or [INAUDIBLE] be more useful in the classes.Third, there were no follow-up activitiesafter the [INAUDIBLE] motions in the first teaching package.Since 2007, our team was funded by the Education Bill as well

    • 02:21

      DR. HO FUK CHUEN [continued]: as the Quality Education Fund to develop three more teachingpackages for students with ASD.Basically, these teaching packagesfocus on teaching students with the recognition of emotionsas well as the reaction to emotions.

    • 02:42

      DR. HO FUK CHUEN [continued]: And our team collected stories from teachers and parents.The content of these stories was closely relatedto the situation that the children with ASDencounter in their life.And the stories were categorized in the four domains--school, community, domestic, and leisure.

    • 03:06

      DR. HO FUK CHUEN [continued]: So I would like to invited my colleaguesto talk more in details about these three teaching packages.

    • 03:15

      DR. CHIU-CHING TAK LAN: Through the teaching packages,we teach students with autism spectrum disorderto differentiate different emotions among selvesand others in different situations in the contextssuch as in school, in the community,at home, or during leisure activities.[Dr. Chiu Ching Tak Lan, Project Consultant]

    • 03:35

      DR. CHIU-CHING TAK LAN [continued]: We teach them to differentiate different emotionsin various scenarios, such as feeling happy, excited,unhappy, restless, scared, impatient, anxious, doubt,unsatisfied, angry, embarrassed, worried, disappointed,

    • 03:57

      DR. CHIU-CHING TAK LAN [continued]: or worried.There are different activities that theycan engage in, such as they can drag the facial featuresto blank faces, indicating that there can be more than oneanswer to indicate different emotionsin the various scenarios.

    • 04:17

      DR. CHIU-CHING TAK LAN [continued]: Then they can analyze the contextto find out what's happening in the situation, who's involved,where is situated, et cetera.And after analysis, they can talk with the teacherto find out appropriate ways to respond to others'

    • 04:37

      DR. CHIU-CHING TAK LAN [continued]: emotions and behavior.Afterwards, they can watch a videoto find out the appropriate ways that they can use to handleor respond to solve problems.And there can be different ways for themto use the materials they have learnedto apply to different situations in life.

    • 04:59

      DR. CHIU-CHING TAK LAN [continued]: Hopefully they can learn about howto handle emotions of self and emotions of othersas well as find out ways to respond to different situationsso that they can be socially acceptable.[Content of the Teaching Packages]

    • 05:25

      SPEAKER 1: ToM video Story 1: The appropriate attitudeof waiting for public transport.Su Ming goes to visit Grandma with his mother.Let's see what is happened when Siu Ming iswaiting for the bus.Mommy makes Siu Ming to visit Grandma by bus number 93.

    • 05:46

      SPEAKER 1 [continued]: During the time of waiting, Siu Mingbecomes nervous and impatient.He moves around with hand dance and feet trip.He hits the passenger beside him.Please have a look on the reaction of Siu Ming after he

    • 06:07

      SPEAKER 1 [continued]: hits the passenger beside him.Does he apologize to the affected passenger?

    • 06:18

      CHAN GRACE: In the next level, thereare 65 stories teaching student with ASD distinguishedthe emotion involved and how they should dealwith the problem appropriately.[Chan Grace, Project Officer]Each story consists of several smaller activities.I would like to highlight two activities, which are specially

    • 06:39

      CHAN GRACE [continued]: designed for student with ASD.Student need to recognize the emotion of the main characterand so as the emotions of others in specific situations.Emotions at different stage are also examined.In these activities, student are expected

    • 07:00

      CHAN GRACE [continued]: to identify the emotion related to the reality, desire,and belief.In the third activities, student areasked to practice the thinking window, whichis a simple framework for analyzing student actions.It helps students to do self reflection

    • 07:21

      CHAN GRACE [continued]: and knowing if their behavior makethemselves and others happy.The concept of win-win, win-lose, lose-lose,and lose-wins are introduced.Student with ASD can apply this framework in their daily life.And they're expected not to being selfish anymore.

    • 07:42

      CHAN GRACE [continued]: Instead, they are encouraged to perform appropriately in orderto achieve win-win situation.[Professional Training]

    • 07:54

      LAN SZE CHING: Oftentimes, is not always easy for teachersto acquire knowledge and skills to handle students with ASDin a short period of time.[Lan Sze Ching, Senior Teaching Fellow]With the [INAUDIBLE] I Am Learning package,it provides a practical tool for the teachersto help them identify their social and communicated needsof the students as well as giving practical guidelines

    • 08:15

      LAN SZE CHING [continued]: for the teachers just as children with ASDto learn emotions and functions at a high level.Just quote some of the examples of howteachers used the tool in a professional developmentcourse.Before the [INAUDIBLE],, the teacherswere introduced the basic principles of theory of mindand how these affect the children's daily functioning

    • 08:36

      LAN SZE CHING [continued]: in the schools.Then our instructor help out teachersto learn a central ideas behind a packageand demonstrates how to implementa strategies with wonderful examples and terrific pictures.The teachers that split into groupsand try to identify the needs of the studentsand choose particular stories for them.

    • 08:58

      LAN SZE CHING [continued]: Through hands-on practice, the teacherscan pay close attention to how a student with ASDthink and react and learn to internalize the informationfor experiencing the activities using [INAUDIBLE] learningpackage.I confidently believe that the [INAUDIBLE] package providesa valuable tool for enhancing teacher self-efficacy

    • 09:21

      LAN SZE CHING [continued]: in the teaching of students with ASD in the future.[Participating School of the Project][What do you appreciate most about the project?]

    • 09:29

      LAN SZE CHING: There are many specific strategies providedby the project which help teachers to teach studentswith ASD.[Leung Wai Kay, Principal]Video clips are one of the major teaching materials.

    • 09:50

      LAN SZE CHING [continued]: By using the videos, students canlearn how to deal with the situation whichrelates to their daily lives.This helps students to develop their daily habitand being included into the school environment.

    • 10:12

      LAN SZE CHING [continued]: We observed the great improvement of our kidsafter participating in the project in these few years.

    • 10:18

      TSE SUK WAH: Once there was a student, Siu Lak,who used to scream and yell when hewas facing with difficulties.[Tse Suk Wah, Student Guidance Personnel]After the training program, he learnt that screaming is notable to solve the problem.

    • 10:38

      TSE SUK WAH [continued]: And it even makes others annoyed.Now he will use different ways to calm down himself,like counting numbers and taking deep breath.As we also teach other students to providepeer support to Siu Lak to calm down.When Siu Lak faces the sudden incidents or the situation

    • 10:60

      TSE SUK WAH [continued]: which beyond his ability to handle,he learns that he can find help from teachers or classmates.

A Teaching Package for Children with Autism Spectrum Disorder in Hong Kong

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Abstract

Dr. Fuk Chuen Ho and his team introduce and demonstrate the unique features of their resources for teaching students with autism spectrum disorders.

A Teaching Package for Children with Autism Spectrum Disorder in Hong Kong

Dr. Fuk Chuen Ho and his team introduce and demonstrate the unique features of their resources for teaching students with autism spectrum disorders.

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