嗨，大家好！
Hi, everyone!
我们来谈谈学习风格简介组件五，共享控制挑战
Let's talk a little bit about how the LSP#5, shared control challenges,
这可能成为你和同伴交流和对话的绊脚石。
can become a stumbling block for communication and holding conversations with your peers.
这通常发生在学校，
This typically happens in school
发生在孩子对某个话题感兴趣的时候。
when kids are like really interested in certain topics
它们变成人类版的维基百科，
and they become like human versions of the Wikipedia.
我有很多东西要告诉你，
I have a lot. I want to tell you
我有很多信息可以分享，
and I have a lot of information,
似乎他们摆脱了这个羁绊，
ready go and it's like they're shot out of the blocks
他们一整天就谈论一个话题，
and just like they just go like, all day, just talking on a topic
然后你说：哇奥，有相当多的信息，
and you're like going, wow, you know, that's a lot of information;
你一定得参与进来。
you have to kind of step in.
好的，好的，够了，
It’s okay, okay, okay. That's enough
或者可能给我机会问一个问题，
or maybe give me a chance to ask a question
或者评论之类的，
or comment or whatever
我们的小孩经常讲到停不下来，
and our kids oftentimes don't stop
直到他们把想讲给你听的讲玩为止。
until they are done with this laundry list of facts that they want to tell you.
就这样，他们很热情高涨，很兴奋，
Well, again they're very motivated, very excited,
这些说话的人几乎就成了语言攻击。
and the verbal entourage, the just the almost the verbal assault,
有时候作为朋友，你说我不是很清楚，
is on and sometimes then, as a friend, you go, well, okay I'm I don't really know
如何成为这场谈话的一份子，
how to contribute to this verbal exchange
所以我干脆就不出声，你说完之后我就走开，
so I'll just stay quiet and when you're done I'll walk away.
所以这就变成交朋友和留住朋友的绊脚石了。
So that can be kind of a stumbling block to making and keeping friends.
举个例子，
Let me give you an example.
我那时给一个小男孩治疗，他来到我办公室，
I was working with this one boy who came to my office
他之前见校长去了，
and he had been sent to the principal's office
他遇到了麻烦，然后我就说，
and he got in trouble and I'm like well,
你怎么遇到麻烦了，他说，我打了我朋友，
why did you get in trouble and he says, while I hit my friend
然后我说，你打了你朋友，
I'm like, you hit your friend,
为什么打你朋友，他说，他打断我说话。
why did you hit your friend and he said well, he interrupted me.
我说，什么？他说，对啊，我跟他说我的玩具车，
I'm like, what? He says, yeah I was telling him about my hot wheel cars.
这是几年前的事，
This is a few years back
我想告诉他我的玩具车收藏，
and I wanted to tell him all about my hot wheels collection
然后我就说啦，我告诉他
and so I did. I was I was telling him
然后他打断我，我还没说完呢，
and then he interrupted me and I wasn't done yet.
我还没跟他说完玩具车收藏的事呢。
I wasn't finished telling him about my hot wheel collection.
所以我很生气，就打了他，
So I got really mad at him and I hit him.
然后我被带到校长室，
Well, then I got sent down to the principal's office
然后因此惹上麻烦。
and then I got in trouble for hitting my friend
我说，你打他是因为他打断你说话？
and I'm like, Well, you hit him because he interrupted you.
他说是的，
He goes, yeah.
他很沮丧，一直想要说话，
He was so frustrating that he kept wanting to talk
又打断我说话
and he is interrupting me
我不喜欢被人打断。
and I don't like to be interrupted.
好了，这就是一个情形。
Okay, so this is a scenario.
不是所有的孩子都会有，但有些会有。
Not with all kids but with some kids.
孩子有很强的说话欲望，有很多可以说，
Kids that are potentially highly verbal who got stuff to say
但这并不是一种交谈。
but that's really not a conversation
这是语言版本的共享控制学习风格挑战，
and this is a verbal version of a shared control learning style challenge
那是学习风格简介组件五。
and that's the LSP #5.
我想设定议程，
I want to set the agenda
我想遵循这个设定好了的议程，
and I want to follow the agenda that I've already established
只要你帮我完成这些议程就好，
and as long as you are helping me with my agenda,
如果你干扰我的议程，我们就分道扬镳吧。
okay, we're good to go if you interfere with my agenda.
现在我不高兴了。
Now I'm not so happy.
在这个特例里，
Well, in this particular case,
朋友通过评论或者提问题来进行干扰，
the friend interfered by commenting or asking a question
很多小孩都会这样，
as most kids would do.
这样我们被看成一种干扰，
Well, that we're seen as interference
然后你觉得这是个交流问题，
and you think, well, is that a conversational problem
对，这是个交流问题，但是它从哪来的呢？
Yeah it's a conversational problem but where does it stem?
它就是从学习风格共享控制挑战来的。
It stems from a learning style challenge of shared control.
我是这么看的，然后怎么做呢？
That's the way I see it. So what do we do about this?
对于已经在上学的，
Well, for our kids who are already in the classroom
以及已经设定了激励话题的孩子来说，
and have already established motivating topics, themes.
他们乐于将自己的想法传递给其他孩子或者大人。
they're interested in conveying their ideas to other kids or other adults.
我们如何将其变成更多的互动性，
How do we get this to start becoming more reciprocal
而不是“要么听，要么走”，
and less my way or the highway,
更像是维基百科。
more the Wikipedia press the go button.
我们在之前学习风格简介视频介绍，
As you’ve talked in previous videos in the LSP intro
以及在早教系列中讲过，
and early childhood series,
我们谈过关于我们的行为
we've talked a little bit about what we do behaviorally here
跟言谈是一致的，
is the same thing we do conversationally up here,
除非到了更高的发展级别。
except it's at a higher developmental level.
所以交谈在很多方面代表了
So conversations in many ways represent
我们不加言语的行为。
what we know behaviorally here without talking.
我是什么意思呢？
What do I mean by that?
使用一种你可能用在这些孩子身上的方法，
Well, an approach that you may want to use for kids
这些孩子是想交谈或有交谈欲望，
who are verbal, tend to want to have conversations or verbal exchanges
但又有很强的控制欲。
but want to control that.
我们建立活动，随机轮流建立日程。
It’s we develop activities where we take turns randomly by establishing the agenda.
如果我是教练，还有同伴和自闭症孩子，
So if it's me as the coach, maybe a peer and the child with autism.
这里有三个人，
There's three of us.
我们随机选择谁先来，
We randomly select who goes first.
我从帽子里抽一个数字，
Okay, I pick a number out of the hat.
我先来，我是教练，
I go first all right. I'm the coach.
同伴和自闭症孩子，你们要遵循我的议程，
Peer, child with autism, you need to follow my agenda.
我要开始了。
I'm going to set it out.
你要做的是回应我的议程，
Your job is to respond to my agenda
我们坚持着这个议程，
and we'll keep this agenda alive,
让它保持更长的一段时间。
keep it going for a longer period of time.
现在我们不说话，
Now instead of talking,
而是做诸如堆东西，堆乐高之类的活动。
use activities like construction, like Legos or something of this nature.
当我设定好了议程，我们开始堆东西，
When I set the agenda, we are going to construct this structure.
这是我们的主题。
Okay, that is our theme. That is our topic.
它是一个行为主题，
It's a behavioral theme. It's a behavioral topic.
我来主导，你跟着我的指引。
I get to take the lead and you get to follow my lead.
当我构思议程，主导，指引，带头的时候，
So when I orchestrate, direct, give you directions, take the lead,
你要做的就是回应，遵循或添加东西到我的议程里，
your job then is to reciprocally respond or follow or add to my agenda.
这是你的工作，我是主导，你跟着指引。
That's your job. I establish the lead. You follow my lead.
这可以有很多形式，但基本上就是这种方法。
That can take many different forms but that's essentially the approach.
我们一开始不做过多交谈，
We don't do a lot of talking early on
即便孩子有很强的语言能力，
even the kids were very very very verbal.
我们暂时不去交谈，这是待会要做的。
Now we're not going to talk right now, which is going to build.
我要给你指导，
I'm just going to give you directions
你的工作就是跟着指引，跟着回应。
and your job is to follow my lead and respond contingently.
你的行动取决于我的行动，
Okay, and then your actions are contingent on my actions
然后在确定的时间范围，
and then at a certain point in time
我们堆完了这些东西。
when we're done constructing this structure.
我们从帽子里抽出另一个号码，
Now we'll pull another number out of the hat
然后我们看看谁是下一个，
and we'll see who goes next.
可能是同伴，
It might be the peer.
那么你就要拿着这些乐高玩具，
Now you get to take these Legos
决定你要堆什么东西，
and you get to determine what structure we build.
现在自闭症孩子和我都要跟着你做
Now the child with autism and I will follow your lead
直到把这个堆积活动做完。
in this construction activity to its end,
你带头，然后我们跟着你，好吧
so you take a lead and then we follow your lead, peer, all right?
如果这个完成之后，自闭症孩子来带头
Now when that is done, then the child with autism
完成这个堆东西的活动。
then gets to take the lead in this constructive activity.
他们带头，同伴和我跟着孩子的指引，
They're in the lead. The peer and I follow that child's lead.
这不用很多交谈就可以完成，
This is done without a lot of talking,
而不是带头的那个人给其他两个人很多指导，
other than the person in charge is the one who directs the actions of the other two.
这是一个基础。
That's a foundation.
在某个时间点上，那个双向互动，
Now at a certain point in time when that reciprocal interaction,
在三人之间共享控制
sharing control among the three of us,
堆这个特定的东西，或者选某个东西来堆，
building and constructing this particular structure or the structure of choice.
这基本上就是一个话题了。
That's essentially like a topic.
堆东西的主题跟话题是一回事。
Okay, this theme, building theme is the same thing as a topic.
现在当我们加上语言部分，
Now we start adding the verbal part of that
在我们随意选择谁负责，谁的议程，谁来主导的时候。
as we are randomly selecting who is in charge, whose agenda, who's taking the lead.
我们在堆东西这个活动中加上语言，
Now we begin adding language to this construction project.
我不仅给出指导，自己做主导
Not only am I giving directions and leading
现在我也变成回应者了。
but as a respondent now.
你不仅用行动来回应我的议程，开始堆东西，
You are not only responding in a behavioral way by following my agenda and constructing
你还开始加上语言了。
but you're also starting to add language.
换句话说，你在进行描述，或者用语言回应
So in other words you're describing or responding verbally
或评论你正在做的东西，
or commenting about what you're doing.
你在回应或评论什么？
What are you commenting or responding to?
你的行动是与我的主导相关，
Your actions which are in relation to my lead.
所以你是在堆东西的过程中加上语言，
So now you're just adding language on top of your building process.
小孩的语言能力加强了，回应更加专一
Kids begin to become more verbal and contingently responsive
他们的语言是与正在进行活动的回应模式相关。
when their language is in relation to their ongoing construction response mode.
我们从行动上开始，
Okay, so when we start off behaviorally,
现在我们加上语言，
now we're adding.
就像是在某个菜谱上加上水一样。
It's kind like adding water to a recipe.
加上能反映你在做什么的语言，
Adding language that represents what you're doing
现在我们开始进行回应，
and we're starting to have contingent responding,
不仅仅是行为上还有语言上。
not only behaviorally but also verbally.
随着过程深入到某一程度，
Now that progresses at some level to then
我们不必再进行这个堆东西的活动。
we don't need the construction hands-on part of it.
我们弃之不用，只剩下语言部分，
We take that aside and what's left is the verbal.
现在我们来进行一个关于堆东西过程的话题，
Now we can have a topic about the building process
我的话题在哪？
Where it's my topic?
我主导，
I take the lead
我讲完后，你依照内容回应。
and you're responding contingently when I get done with my topic.
现在，同伴，我们要把话题转到你的议程上来，
Now, peer, we're going to shift the topic to your agenda.
你想谈什么
What you want to talk about
我们就跟着你回应什么，
and we will contingently respond to you, peer.
之后轮到自闭症孩子。
Then it's the child with autism’s turn.
现在我们依照内容回应自闭症孩子，
Now we will contingently respond to child with autism.
以你的话题为主导。
Your topical lead.
显然，你不一定要进行堆东西活动，
Obviously, you don't just stay with construction projects;
你可以有很多形式，
you can do it many different ways.
比如画画，在电脑上做，YouTube网站等等。
Art projects. You can do things on the computer, YouTube
很多形式，但过程是一样的。
many many different formats but the process is the same.
从行为开始，进行行为上的回应，
Start behaviorally, work on contingent, responding behaviorally.
然后加上语言描述
Then add language to describe or map out
你在做的是什么，
what you're doing behaviorally
然后把做的停下，留下语言部分。
and then you take that aside and what's left is the verbal.
你有一个语言化的活动计划了，
You already have a construction game plan that now you're verbalizing, okay,
但留下来的是用语言把你们联系在一起。
but what left is the verbal glue that sticks you together.
这样小孩就能开始加上语言针对性地回应，
This way a child can incrementally begin to add language in a respondent contingent way
而不是听一个大人说，
without going all the way to, you know, an adult saying,
嘿，你要停下来了，轮到我了，
hey hey, you need to stop talking here. I want to turn.
小孩子可能承受不了。
That might be too much for kids.
他们可能将你视之为干扰，
They may see you as interference
而不接受你中途打断他们说话这种干扰。
and not accept that interference by you stopping them in the midst of their dialogue.
你可以用行为建立一种针对性，
This way you can build in contingencies behaviorally
然后留下来的是语言的针对性。
and then what's left eventually is the verbal contingency.
这可能是你想考虑的策略，
That's a strategy that you may want to think about,
用不同的方法建立共享控制，
using a variety of formats to build in shared control,
最终轮流进行话题发展和建立，
eventually taking turns in topical development, establishment
然后轮到他们。
and then when it's their turn,
你可以加入其中，现在是自闭症孩子，
you can contribute. Now child with autism,
轮到你去接受你朋友打断你的话题的现实。
when it's your turn you accept and tolerate your friends’ contribution to your topic.
这是一种递增策略，
Okay, that's kind of an incremental strategy
你可能需要考虑一下，
that you may want to consider
在你与有共享控制问题的孩子进行交谈的时候。
as you develop conversation with kids who have shared control issues.
好的，谢谢观看！
Okay, thanks for watching!