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
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