南安普顿代写Essay:学习困难

2018-06-27 01:14

考虑导致的另一种方法是检查潜在的困难可能导致SEBD,不是从理论的角度而是从可能的医疗或其他困难的行为并不直接联系心理或系统性的根,而是从其他一些困难导致行为成为一种症状。Cross(2004)认为，沟通困难与情感和行为困难之间存在一种关系。沟通障碍可能由生物原因引起，如普遍发育障碍、注意缺陷多动障碍或环境因素如虐待和忽视，或学习困难。Cross认为，无论起源如何，沟通困难都必须作为优先考虑的问题，因为薄弱的沟通技巧会对孩子的互动和社交能力产生负面影响，这可能会加重孩子的情绪和行为障碍。从这个意义上说，观察到的行为困难可能掩盖了潜在的沟通困难，如果不加以处理，这种困难将无法改善行为。在有关罗尼(维果斯基、斯金纳和蒙特梭利讨论组2010年10月)的网络讨论中，其他专业人士一致认为，罗尼可能存在的学习困难和他的行为困难之间的联系，这应该是任何干预措施的关键部分。
南安普顿代写Essay:学习困难
Another way of considering cause is to examine underlying difficulties which may be causing SEBD, not from a theoretical perspective but from a possible medical or other difficulty so the behaviour is not directly linked to a psychological or systemic root but rather from some other difficulty which leads to the behaviour emerging as a symptom. Cross (2004) believes that a relationship exists between communication difficulties and emotional and behavioural difficulties. Communication difficulties may arise from biological causes such as Pervasive Development Disorder, Attention Deficit Hyperactivity Disorder or from environmental factors such as child abuse and neglect, or from learning difficulties. Cross maintains that whatever the origin, it is the communication difficulty which must be addressed as a priority as weak communication skills can have a negative impact on a child's ability to interact and socialise, this can aggravate emotional and behavioural difficulties. In this sense the observed behavioural difficulties could be masking underlying communication difficulties which, if not treated, will not improve the behaviour. In the web discussion on Ronnie (Vygotsky, Skinner and Montessori discussion group October 2010) fellow professionals concurred that a link was likely between his possible learning difficulties and his behavioural difficulties and that this should form a key part of any interventions.