What is Autism?

According to the definition from Children's Hospital, an autistic child tends to project the following three symptoms:

having difficulty in developing social relationship,

particularly weak on communication and comprehension, and

having learning and behavioural problems.

Autism should be properly diagnosed and treated by an experienced professionals and specialists. Once children have been evaluated and observed with autism, the approaches to be employed should be holistic and scientific. This includes evaluations on learning and communication from physicians and psychiatrists.

Dr. Wendy Stone (Ph.D.) from Vanderbilt Children's Hospital in the city of Nashville points out that there is a hodgepodge of terms for Applied Behaviour Analysis (ABA)-based interventions, which help autistic children improve on learning and behaviour.

In one of the seminal works on applied behavior analysis, Baer, Wolf, and Risely (1967) outlined seven essential elements of an ABA-based program:

Be applied. The behaviors that one chooses to focus upon should have some social significance.
Be behavioral. The environment and physical events should be recorded with precision.
Be analytic. There should be clear and convincing evidence, through carefully collected data, that the intervention is responsible for a change in a behavior.
Be technological. The techniques that one uses should be described completely enough to allow for duplication by another individual.
Be conceptually systematic. There should be relevance to established and accepted principles (for example, the principle of operant conditioning).
Be effective. The program should seek to change the targeted behavior to a meaningful degree.
Be general to a certain degree. A change in behavior should be seen in a wide variety of environments, or should spread to a wide variety of related or similar behaviors.

Each variation of ABA based interventions has its own strengths and weaknesses. A tailored intervention program for children with autism should emphasize on the applications of a newly learned behaviour toward different people, objects and environments.

Our School has focused on the needs of Chinese families with autistic children, and sought for the current recommendations from specialists. We combine eastern and western teaching methodologies to provide students tailored teaching programs and to achieve the following main results:

encourage the families to engage in the evaluation and program planning processes,

depend on individual situations, offer a comprehensive program that applies multiple interactive teaching strategies,

employ a systematic, strategic method to provide instruction with flexibility,

periodically evaluate and monitor progress, and review objectives,

offer role modeling, communicative language, self-motivation, and options,

deploy many effective, proactive, positive ways toward problematic behaviours, and

prepare the students for future education, peer interactions, and individual tasks.

What is Hyperactivity?

Hyperactivity (ADHD) can be described as a physical state in which a person is abnormally and easily excitable or exuberant. Strong emotional reactions, impulsive behaivour, and sometimes a short span of attention are also typical for a hyperactive person. Some children with ADHD might also have trouble sitting still in class and waiting for their turn. They might yell out the answers before other children have a chance to raise their hands. Sometimes they can be disorganized, distracted, or forgetful. They might lose things and have trouble finishing assignments. They may wiggle around in their seats, move around a lot, talk too much, or interrupt other people's conversations.

The good news is, for students with hyperactivity, we have found that the methods similar to those used to teach autistic students work fairly well. Behavioural therapy helps children with ADHD by teaching them to set goals for themselves and by using rewards to help them reach those goals. Teachers can give a child with ADHD a reward for paying attention, completing chores, or keeping track of things. Children with ADHD may need extra help learning how to do things other children find easy.

Teachers and parents testimonials:

Since 1986, our experienced instructors who understand children's ways of thinking have successfully employed the all-round teaching methodologies to help children with special needs make observable improvements within a short time. Before the training, children with special needs will demonstrate one or more of the following behaviours: being moody, hitting tables and chairs, crying in sharp voice to express dislike, hiding under the table to indicate fear, drawing irresponsibly on walls, destroying things, developing weird habits such as collecting used wrappers, scrap paper, and garbage, repeating certain movements, repeating certain words or sounds, etc. Some children would have failing grades on all subjects in the beginning, but they would be able to achieve not only passing grades, but also above 90% on certain subjects within a short time after receiving the training.

Through providing help on the basis of patience and inculcation, we adopt different teaching materials and methodologies to adapt the mood swings of each child. Eventually, we feel that the children have made great progress to a point that they express their happiness with laughter. Their day school teachers, parents, relatives, and friends have similar comments: "Seeing that the children have made what seems to be miracle progress and improvements is utmost satisfying indeed!"

Within a short period of time, children who normally do not talk now will read aloud, speak with family members and fellow classmates. They are able to handwrite neatly both English and Chinese characters, pronounce accurately using English and Chinese phonetics and phonics exercises, and even write from memory the correct text or phonetics. In particular, some can process arithmatic calculations mentally faster than their peers, learn typing from using and playing educational games, answer questions in English and Chinese, learn new words and writing orders, and construct sentences. In session, instructors also teach drawing and singing, play riddles, discuss about health and morals, and provide an all-round tutorials.

In the beginning, when seeing children react unreasonably with excessive mood swing, teachers would feel great pressure and heart-sinking. However, our teachers continue to teaching with patience and perseverance, working co-operatively with parents. Through teachers' inculcation, wisdom, patience, and holistic spirits, the children have learned to be polite, and have gradually modified their undesirable behaviours. Some children are toddlers, and some ranges from age 6 to 19. To begin at kindergarten level and to make such degrees of change are very challenging. Let us altogether share this joy of happiness for the children have been able to make so many changes that one day they will become a good citizen to the country.

According to our research, there are still a number of these children with special needs waiting for assistance. This commitment is not easy and is long lasting. Thus, we are in great need for the support from the public and organizations. Let us be concerned about this commitment and share the joy and challenges in helping the children in needs!

If you are willing to support us financially, please click: Support Us by Donation!

We welcome parents and visitors to provide us constructive feedback and suggestions at any time. Please write an email to Glory Language School: glory@allbesttoyou.com

Disclaimer: This page is designed for information and reference only. The information on this page should not be used to replace the specialized training and professional judgment of a health care or mental health care professional. Any information on this website is gathered by a teacher with experience working a home treatment program for children with Autism and/or Hyperactivity. Each student will respond to our teaching methodologies differently, and thus, the learning outcome will differ from student to student. The School cannot be held responsible for the use of the information provided. Please always consult a trained mental health professional before making any decision regarding treatment of your child or a child you are working with. Any change in your child's treatment, therapy, or educational plan should be discussed with the appropriate professionals. This website may provide links to other sites. We do not control the information on those sites or make any representations as to their accuracy.