Teaching students with autism to tie a shoelace knot using video prompting and backward chaining

CHRISTOPHER RAYNER

University of Tasmania, Australia

系鞋帶我恒哥、婷婷姐、婷婷、静姐、浪哥基本没问题，雄哥也差不多了，还差柔柔、瀚瀚、源哥、茵茵四个叉烧包

骑自行车恒哥、雄哥、浪哥、婷婷、静姐都没问题，能自己骑，柔柔、瀚瀚、婷婷姐、茵姐、源哥要我抓着衣服后背才能骑

采用视频教学

daily living skills such as tooth brushing 

purchasing skills , mailing a letter（这个可以换成发短信/语音信息/短视频）, setting a table , washing dishes and unpacking a school bag.

模仿和注意是先備技能

對比哪種方式更有效，我覺得要因人而異吧，每個人的能力、特質都不一樣

The imitation assess- ment was informed by the Imitation Disorders Evaluation Scale of Malvy et al. [19] and included six items: (1) facial expressions, such as smiling; (2) visual pursuit; (3) gestures, such as waving; (4) sounds and words, such as ‘yes’ and ‘no’; (5) actions with objects, such as pushing a toy car; and (6) amusing actions, such as spinning around in a circle.

being able to tie their own shoelaces was important in terms of the students’ independence and their social acceptance among peers.（有更多的鞋子款式可以讓會系鞋帶的孩子去選擇）

系鞋帶，兩條繩子打結簡單，可是把兩條繩子弄成兔耳朵後再打結就會有困難，孩子由於精細動作不佳，常常拿不穩鞋帶，容易出錯