Which is better in Tianjin autism rehabilitation institution? Which one do you usually choose?

I am the founder of ALSO·IN, an offline organization of the autism platform ALSOLIFE.

My other identity is the father of an autistic child. We have invested countless efforts in the construction of ALSO IN, hoping to make up for the regrets in our hearts. At that time, resources were too scarce, and we couldn't find a good institution with money. Many teachers couldn't tell the difference between evaluation tools and methods and strategies. ALSO IN hoped to solve all these problems. However, the biggest regret is that the speed of building ALSO·IN always seems to fail to catch up with the speed of children's growth. By the time the institution is built, my son has grown up and gone to primary school, and he has never intervened in the institution for a day.

The field of autism has developed rapidly in the last five years, which is actually a consumption upgrading industry. Only when the wealth of social civilization reaches a certain level will it attract attention, and resources and talents can keep up. Before reaching this stage, the industry resources were very scarce. When I first entered the industry, therapists were basically not systematically trained, let alone BCBA or BCaBA (registered behavioral analyst/deputy analyst). At that time, the number of people in mainland China was no more than 2, and few teachers could systematically solve the problems raised by parents. Many teachers relied more on talent and exploration to support them.

In the first year when ALSO IN was established, we spent almost all the funds to train therapists. At present, ALSO IN has a full-time BCBA-D, with more than 45 BCBA/BCaBA/ students, and we only have more than 15 therapists, so this should be the highest proportion of talents in the industry at present. IN addition to these behavioral (deputy) analysts, new therapists will have a three-month intensive training, basically taking exams every day and every week. The side effect is that the elimination rate of new teachers (3-4%) is too high, which will put too much pressure on the trainees and is not humanized. Our supervision team and human resources team in IN have been optimizing the recruitment model, hoping to screen out suitable therapists earlier.

Compared with general education, special education is much more complicated, especially the rehabilitation intervention for autism. Even if the children are of the same age, each child has a unique ability level, developmental baseline, problem behaviors and obstacles, and the teaching methods and teaching environment suitable for them are different. Therefore, autism intervention is actually a non-standardized teaching process, which puts high demands on the professionalism of the therapists in charge of rehabilitation. The rehabilitation therapists should fully understand the children's abilities. be adept at, Can set a very reasonable teaching plan for children's ability, can deal with all kinds of problem behaviors, and at the same time, through data analysis, always pay attention to whether their children's progress speed is reasonable and whether there is a better choice for teaching plan.

After all the theoretical training of p>ALSO·IN is passed, the therapist will go to the field to watch how the therapist interacts with children and how to teach, and write a summary feedback on what he sees and wants to see every day. Therapists will initially conduct a large number of simulation drills and assessments for the key points of the practical part, and apply more than two months of study to the actual teaching scene. Through such a slow integration process, the new teacher will become a qualified therapist.

In addition to the therapists' own efforts, each center will be equipped with more than two professional supervisors, whose main task is to empower young therapists with their own experience and practical skills to help them make rapid progress. When each new child enters the center, the supervisors will first make a comprehensive evaluation of the child's ability and formulate a training plan suitable for the child, and then guide the therapist to intervene in the child.

At present, Also In is divided into two classes. One is one-on-one intensive intervention for 18 minutes. In a continuous period of three hours, a therapist will take care of the baby hand in hand. The teaching content will cover language, socialization, cognition, large-scale exercise, delicacy and self-care, involving 3-4 goals. Basically, the intervention will start from the moment the child contacts the teacher. However, this is not always a "class". We will arrange desktop class time, game time, exercise time and interaction time according to the age and ability of children, so as to combine work and rest.

Another class type is interactive game class, which is generally two therapists. For 4-6 children, group class is actually a gradual process. At the beginning, children should show good cooperation and basic ability in one-on-one teaching, and then gradually enter one-on-two (joint training class). When children can observe and imitate their peers in a group environment of two people and demonstrate certain interactive and social skills, they can enter 4-. Group classes should also set different training plans for each child, so as to improve their ability to pay attention to people in the group environment, be able to obey the collective/individual instructions in various group environments, and at the same time improve their social skills in group games.

the group class of p>ALSO·IN has a theme every month, hoping that children can improve their basic cognitive ability while interacting socially in the game.

compared with traditional institutions, we attach great importance to the application of data, because many times children can't express to their parents: "I learned this" or "Mom, I like this teacher". We should judge whether the teaching is effective for children, whether the child's progress speed is ideal and whether the child's training plan is reasonable through data records. On the one hand, parents will harvest daily newspapers every day to check their children's performance and training in institutions:

On the other hand, we hope that families can form a joint force with institutions to intervene in parallel, so we will leave homework for each parent that day, so that parents can help them review and generalize what their children have mastered that day.

through some small tasks at home, generalize and consolidate what you have mastered during the day, so that parents can know what to teach and how to teach today when they get home, and children can get medals for their parents after learning skills. We hope that the intervention will be a happy, rational and fulfilling process for the family. No matter how well ALSO·IN will do in the future, it will only be a crutch after all, and we will throw it away sooner or later. However, it is a prerequisite for leaving the organization that we can clearly know how to do every step in the future through our days in the organization.

We hold IEP meetings with parents every three months to discuss the children's intervention, find out the problems in the intervention process, and iterate and optimize the children's training plan. According to the daily recorded data, we can form a discussion opinion in a very targeted manner, and judge how much progress the child has made after training in ALSO·IN institutions for a period of time, how many skills were acquired in institutions, whether the progress speed has become faster, whether the rehabilitation efficiency has become higher, and whether the final rehabilitation results are in line with the original expected judgment.

However, ALSO·IN is not perfect. In the process of development, there are many new problems, both internally and externally-this is really not an easy task. Parents always want experienced therapists, and therapists are a profession that requires constant learning and great work pressure-but please believe that we have the determination to do this well, and the ALSO team never avoids the problems. Once we find the problems, we will.

it's difficult to do it well, but we are confident that we can do it well in the end.

Your Life is ALSO my life！