Language correction training course system for children

Abstract

The invention relates to the technical field of pediatric language impairment, the course further comprises a language cognition first order, a language and cognition middle order and a language cognition high order, the language cognition first order comprises a foundation and language and communication, the language cognition high order comprises a learning foundation, language and communication, games and sociality, and the foundation comprises the following steps: S1, learning the foundation; according to the technical scheme, in the training process, parents can timely give forward strengthening, such as prying and encouraging, which is very important for children to establish confidence and overcome language barriers, and in the natural family environment, the parents can integrate training into specific situations in daily life, so that the training efficiency is improved. Language skill learning and application are more vivid and natural, communication and interaction between parents and children can be enhanced by jointly participating in the language training process, the language skill of the children can be improved, and meanwhile the emotional relation between the parents and the children can be improved.

Description

Technical Field

[0001] This invention relates to the field of pediatric language disorder technology, specifically a children's language correction and training curriculum system. Background Technology

[0002] Language is an important ability in learning, social interaction, and personality development. In a broad sense, childhood language disorders are also known as communication disorders, which affect reading and writing later in life. Therefore, early detection, early diagnosis, and timely treatment are particularly important. In recent years, my country has carried out clinical diagnosis and treatment of childhood speech and language disorders.

[0003] During the treatment of speech disorders in children, a comprehensive training program needs to be developed to correct the problems and help children restore their language function. Therefore, children's speech correction training courses are necessary. Although existing training programs help children progress through medication and rehabilitation training plans developed by therapists, they lack family support in this process. The family is the first classroom for children's social interaction. The lack of participation from family members may affect the development of children's social interaction when learning language skills, because many socialized language skills need to be learned and practiced in the family environment. Furthermore, children need emotional support and understanding when facing challenges or difficulties. Without sufficient family support, children may feel isolated and helpless when encountering difficulties, affecting their self-confidence and participation in therapy.

[0004] Therefore, those skilled in the art have provided a curriculum system for children's language correction training to address the problems raised in the background section. Summary of the Invention

[0005] To achieve the above objectives, the present invention provides the following technical solution:

[0006] The children's language correction training curriculum system includes three levels: beginner-level language cognition, intermediate-level language and cognition, and advanced-level language cognition. The beginner-level language cognition includes basics and language and communication, while the advanced-level language cognition includes learning basics, language and communication, games, and socialization. The basic level includes the following steps:

[0007] Step S1: Learning the basics:

[0008] Guide the child to sit in a chair. With physical contact and encouragement, the child should be able to sit in the chair for 1-2 seconds without resistance. Step S2: Guide the child to sit in the chair for an extended period. During training, the child should be able to remain seated for 5 minutes before the adult says "Okay." Step S3: Teach the child to obey commands to sit down. Have the child stand about 1 meter away from the chair. When the adult says "Sit down," the child should sit down. Teach the child to obey commands to sit in the chair while looking at the adult. When the child's gaze wanders, the adult should be able to look at the adult's face when the adult says "Look here." Teach the child to obey commands related to posture. When the child's gaze wanders, the adult should be able to look at the adult's face when the adult says "Look here." Teach the child to obey commands related to posture. For commands such as "Sit properly," "Hands in place," and "Feet in place," the child should be able to complete them at least 8 times in 10 attempts, each time for at least 10 seconds, such as "Hands in place." Establish a relationship of obedience, enabling the child to sit down after being called once. The child has learned to obey adults well.

[0009] Step S2 pairing:

[0010] This exercise involves matching objects. With over 20 items, the child can randomly pick 3-5 and correctly match them. For example, place a bowl and a building block on the table. Then give the child an identical building block or an identical bowl and ask them to match them with the ones on the table. The key is to start with the bowl, then move on to the building block, and finally practice with a mix of bowls and building blocks to see if the child truly understands. This is called rotation, a basic ABA skill that will be frequently used later. Matching similar objects involves placing three items on the table, with at least five similar items for each type, and ensuring the child can correctly match each one (e.g., bowls with different patterns). Matching objects with pictures involves placing three to five pictures on the table and randomly giving the child an object that matches one of the pictures, ensuring they can correctly match each one (e.g., giving the child a real apple and asking them to place it on the apple picture). Matching pictures with pictures involves placing three to five pictures on the table and randomly giving the child a picture that matches one of the pictures, ensuring they can correctly match each one. Reverse matching involves placing three to five items on the table, showing the child an item that matches one of the pictures, saying "Give me this," and asking the child to give the matching item to the adult. Matching colors involves arranging five objects of the same shape but different colors, and randomly giving the child an object of one color, ensuring they can correctly match each one. Initially, it's best to... Cut colored paper into identical squares; shape matching: arrange 5 objects of the same type and color but different shapes, and give the child any one of the shapes. If they can match correctly, you can use building blocks of roughly the same size and color at first; silhouette matching: arrange 5 different silhouette cards, and give the child any object corresponding to one of the cards. If they can match correctly, they can match silhouettes of animals or objects; matching of similar items: prepare 3-5 items, and for each type of item, prepare 5 similar items with different names. If they can match correctly, put similar items together. At this stage, it's best to use simple ones, such as handkerchiefs with handkerchiefs, socks with socks, etc. Matching animals with animals might be more difficult. This matching mainly helps children understand the basic attributes of objects. Classifying animals and plants is an intermediate topic and doesn't need to be required at this stage.

[0011] Step S3 Action Imitation

[0012] Body imitation: Can perform more than 30 large movements that can be done while seated, such as raising a hand or waving goodbye; Simple object imitation: Can perform more than 5 movements using building blocks, such as tapping a block on a table; Imitation of the inherent function of an object: More than 8 movements, such as using a teacup to make a drinking gesture or wiping a table with a cloth; Standing movement imitation: More than 10 movements that can only be performed while seated, such as squatting or spinning; Lip imitation: More than 10 movements, such as opening the mouth or pouting; Multiple imitations using the same object; Multiple imitations using the same object: Can perform more than 10 movements using one object, such as tapping a block on a table, rolling a block on a table, or raising a block overhead.

[0013] Language and communication include the following steps:

[0014] Step S1 Language Instructions

[0015] More than 25 verbal commands involving body movements; more than 10 verbal commands involving standing; more than 5 verbal commands involving the inherent function of objects, such as "drink water," where the child holds a cup and mimics drinking; more than 10 verbal commands using the same object for multiple imitations, using one object to complete multiple actions; "stop," where the child walks a few meters away and is told to stop immediately when told to stop; the duration of commands, such as clapping, which can be maintained for 10 seconds before being told to stop; "hands on knees," "at ease," which can be maintained for 1 minute; the child cannot stop after being told to stop, such as clapping, with the ultimate goal of 10 seconds; "wipe the table with a cloth," "drink water from a teacup"; objects plus commands, where 3 objects are placed together and 3-5 commands are given to each object, which can be completed correctly; the command "wait a minute," where the child can stand still for 1 minute after being told to wait a minute, especially at home. If you are outside, it takes 15 seconds; if you ask a child to give something to someone else, and the third person is outside the room, and the adult says "Give XX to XX", the child can take the item to the third person and give it to them.

[0016] Step S2 Language Imitation

[0017] Single-sound imitation: over 70% of single sounds; syllable and word imitation: most three-syllable words can be pronounced clearly. Some four-syllable words can also be pronounced.

[0018] Step S3 Naming

[0019] Passive naming of objects: Knowing over 100 nouns, place two cards of common items, such as an apple and a banana, on the table. Say the name of one of them and have the child point to the card. The instruction "Give me": Use an item the child knows (passive naming is also possible). Say "Give me XX," and have the child find the desired item from a list of items and give it to the adult. Say "Give me XX," and the child gives the item. The instruction "Bring me": Choose an item the child knows, place it on a table or floor at the opposite end of the room, and say "Bring XX." The child will bring it. Say "Bring XX," and the child will bring the item to the adult. Active naming of objects: Able to passively name objects... For naming nouns, as long as the pronunciation is clear, it's fine as long as others can understand. This involves placing two cards of commonly used objects, saying the name of one, having the child point to the card, and then having the child repeat the object's name. For active naming of verbs, adults demonstrate actions for the child and then ask, "What are you doing?" The child should be able to correctly answer with more than 20 verbs. This is basically done with cards, similar to noun naming. For naming people, the child should be able to name themselves, family members living together, and other close people like teachers. This usually starts with family members; at this stage, ambiguous concepts like police officers or doctors don't need to be introduced. Ideally, the child should be able to name at least five places at home and go to the correct place when called. They should also be able to correctly name at least five places outside, selecting photos and saying their names. This is taught using cards on the table. For naming places, the child should be able to name at least five places at home and go to the correct place when called. They should also be able to correctly name at least five places outside, selecting photos and saying their names. This usually starts with places at home, such as the kitchen and bathroom. Then expand to places the child frequents, such as parks and bus stops. In principle, start by teaching with flashcards on the table; spontaneous verbal communication, where the child can name things they are interested in without prompting. This doesn't mean the child wants something at the moment, but rather that they will actively tell adults what they see, such as saying "bus" when they see a bus. This is the most basic form of shared gaze, which is more difficult for children with poor social skills. You can't teach this on the table, but you can tell them what interests them when you're out and about. Over time, they will spontaneously start talking about it. Naming shapes and colors, enabling them to choose and name at least 6 shapes and at least 10 colors; retrieving two items, being able to take 2 out of 5 items. Place multiple items on the table and say, "Give me XX and XX," then have the child take them out. If it's difficult at first, start with only two items, then gradually increase to 3 and then more.

[0020] Step S4 requires language

[0021] The requirements for using verbs include using more than five different verbs, such as "go away" or "open the door for a moment"; the requirements for using nouns include being able to name what you want when you see it, such as "cup" or "water"; and the child should learn to say "give me XX".

[0022] Step S5 Nonverbal Communication

[0023] Using fingers to make requests: When a child wants something, they can point to it without assistance, for example, pointing to a cup when they want water; making eye contact: After an adult says "Look here," the child can make eye contact with the adult for about 2 seconds; using sound commands related to the inherent function of objects, such as "drink water," and having the child hold a cup and pretend to drink; making eye contact when the child makes a request: When a child makes a request, they can look into the adult's eyes once out of two times without prompting; turning around when called by name: When a child is playing alone, if their name is called, they will look over twice out of three times; this can also be taught directly; understanding gestures: Understanding the meaning of drawing cards, such as "stand up," "sit down," "come here"; using drawing cards to make requests: Using more than 10 different drawing cards to make requests; this is a topic for children who cannot or have difficulty imitating sounds or expressing themselves verbally; if there are no problems in this area, it can be skipped; descriptive pointing: When an adult says "point to XX," the child will point to something that is not nearby and is placed a little far away. Even without being asked, the child will point to things that interest them; they understand the meaning of fingers. If multiple objects are placed more than 2 meters away, and an adult points to one of them and asks, "What is that?", the child will not be confused and can answer correctly even if there is another object within a 30-45 degree angle around the pointed-to object; they can track eyes. If an adult and child are sitting face to face and the adult looks diagonally behind the child, the child will turn their head to look in the same direction 3 out of 5 times; they can actively engage in co-attention. In daily life, they will point to things that interest them and look into the adult's eyes.

[0024] Games and social interaction include the following steps:

[0025] Step S1: Playing alone and manipulating objects

[0026] Simple manual operations: Can put building blocks into a bowl 5 times consecutively by themselves. Can stick magnets to a board 5 times consecutively; Can play with toys that involve putting things into objects, such as marbles, for more than 1 minute by themselves; Can play with matching toys, such as stuffing different shaped building blocks into different shaped holes, for more than 2 minutes by themselves; Can blow whistles independently; Can blow soap bubbles; Can complete puzzles with 20 or more pieces independently without assistance; Can play with rideable toys such as tricycles for more than 5 minutes by themselves; Basic object manipulation skills, such as pushing and pulling; Can use more than 5 kinds of tools (spoon, small shovel, small hammer, etc.) and use them correctly according to their purpose; Can build with 5 building blocks (including larger blocks) without assistance; Can use more than 5 kinds of tools (spoon, small shovel, small hammer, etc.) and use them correctly according to their purpose; Can build with 5 building blocks (including larger blocks) without assistance.

[0027] Step S2 Imagination

[0028] Passing through miniature houses; imaginative play, where with adult help, they can imagine one thing as another. Without adult assistance, they can play imaginative games independently, such as connecting stools together and saying they're riding a train. This isn't forced; children with poor imaginations usually understand this much later. They can also play cooperative games and social games involving physical contact, such as being lifted up by an adult; rideable toys (with cooperation), where they can ride for more than 5 minutes without running away, guided by an adult; passing through miniature houses (with cooperation), where given toys, food, and toy cooking utensils, they can play alone for more than 5 minutes; playing in the park, where they can play alongside other children without causing trouble; retaliating (doing the same thing as the other child but targeting them), where they can perform at least 5 retaliatory behaviors such as slapping and pushing; negotiating with objects, exchanging items, etc.; interactive ball games, where, if asked, they can throw and catch the ball continuously for 10 rounds; and consciously resisting when an adult tries to take away a toy or snack they are holding.

[0029] The intermediate level of language and cognition includes learning foundations, language and communication, play, and socialization. Learning foundations include:

[0030] Step S1: Learning the Basics

[0031] Reconfirm the learning posture; meet at least 8 of the following criteria in items 1-9.

[0032] 1. Even when slightly dissatisfied, the child will not cry, fuss, throw tantrums, attack, or self-harm. 2. When playing on the floor, if called once or twice, the child will return to their seat within 10 seconds (successful more than 8 out of 10 trials. The same applies to the following items). 3. Obeys instructions regarding posture such as "hands on knees," "sit properly," and "feet in place" much better. 4. After being instructed to "look this way," the child can maintain eye contact for more than 1 second. 5. Does not stand up on their own unless the teacher says, "You can stand up now." 6. Does not touch things on the table without permission. Does not throw teaching materials around. 7. During training, there is no disobedience, playfulness, or resistance. 8. When an instruction is about to be given, the child's attention can return without being told to "look this way," and they can focus on the teaching materials or an adult. 9. Does not self-stimulate while learning.

[0033] Step S2: Cognition (Movement)

[0034] The game involves imitating a teacher, where the child acts as the teacher and gives instructions to the adult. When the adult answers correctly, the child gives the adult a reward. Other activities include searching for hidden items in five or more locations; identifying different items among identical or similar items; and connecting lines, where five different patterns are arranged in two ways and placed in two rows, and the child connects the identical patterns with lines.

[0035] Step S3 Action Imitation

[0036] Two-stage motor imitation: using different combinations of body movements or objects, the child can complete more than 10 sets; imitating two movements simultaneously, the child can imitate simultaneous hand and foot movements and asymmetrical movements; multi-stage motor imitation: after performing three movements in succession, the child can correctly imitate them in sequence.

[0037] Language and communication include:

[0038] Step S1: Voice command

[0039] Two-stage instruction recognition can complete multiple natural-sounding two-stage instructions such as "touch face and then say goodbye"; for colors and objects, place 3 or more objects of 3 colors at a time, and give an instruction to select one of the objects, such as "give me the red car", which the child can complete; for bringing people, an adult can say "bring so-and-so", and that person will be among them.

[0040] In his room, the child will also go there, saying "So-and-so, come here," and then taking that person's hand to come over; He can distinguish between negative instructions (e.g., "don't eat") and positive instructions (e.g., "eat"); he can distinguish between permissive instructions (e.g., "you can eat") and negative instructions (e.g., "don't eat"); he can distinguish between prohibitive instructions (e.g., "you can't eat") and permissive instructions (e.g., "you can eat"); he can complete two-stage instructions that take more than 30 seconds from the start of the instruction to the completion of the task; he can complete two or more multi-element instructions, such as "color X object X instruction" and "color X location X instruction"; he can complete simple three-stage instructions; he can understand and follow polite instructions; and he can follow instructions given by the teacher to all students in a group without assistance (simple instructions that the child can understand are sufficient).

[0041] Step S2 Language Imitation

[0042] He can distinguish between single syllables, words, and sentences using normal voice, loud and soft; he can distinguish between long and short vowels in both single syllables and words; he can pronounce pitches (such as "ah") in normal, high, and low tones; he can sing simple songs on scales with roughly the correct pitch; and he can imitate sentence endings such as "yeah" and "oh yeah."

[0043] Step S3 Language and Concepts

[0044] Increase nouns: Know over 200 nouns; basic adjectives: Know over 10 types, including size, passive voice (choice) and verbal expression (self-speech); possession: When adults say body parts or common objects, correctly point to the object (e.g., "Mommy's eyes," "Mommy's shoes"), and answer correctly when asked "Whose XX is this?"; increase verbs: Can answer "What are you doing?" using over 40 common verbs; feelings: Can answer "What's wrong?" using over 5 feeling words (pain, itchiness, comfort, etc.); facial expressions: When shown adult facial expressions (without actions or words), answer "Crying," "Laughing," or "Angry" when asked "What are you doing?", and can also answer when looking at photos; gender and generation: Know older brother, older sister, uncle, aunt, grandfather, grandmother, baby, boy, girl, passive voice (choice) and verbal expression (self-speech); emotions (basic): When asked "What are you feeling?" using the child, the trainer, and others as subjects, correctly answer "Happy," "Sad," or "Angry." They can answer with "surprised" and "afraid"; when asked "Where? Which?", they can answer "Here, this" for things close by that their partner can reach, and "There, that" for things further away that their partner can't reach; they can pick out 3 objects from 5 objects, as specified by an adult; they understand the concepts of quantity, such as "more," "less," "all (full), half," and "empty (nothing)," and can answer both passively (choosing) and verbally (speaking); they can correctly complete the instructions for 5 antonyms, such as "put in" and "take out"; they can correctly answer questions about sequence, such as "start," "then," "last," "first," "second," and "third," following the order of touching toys or reaching the finish line in a race; they can distinguish between past, present, and future tenses. At this stage, adult questions contain hints; they can also distinguish between past, present, and future tenses. At this stage, adult questions no longer contain hints.

[0045] Step S4 Knowledge and Understanding

[0046] Animal sounds; able to answer questions about more than 10 animals, such as "How does animal X make its sound?" or "What does this sound like?"; What is this?; know the names and locations of several animal body parts, and the names and locations of parts of household items and vehicles; the functions of objects (this topic will be learned after mastering common verbs);

[0047] The child can answer questions about more than 10 different items with different functions, such as "What is this used for?"; they can group items with similar functions together. When there are multiple items, they can answer questions about functions correctly, both passively and actively. They can describe the colors and shapes of common items (while looking at the objects). They can engage in information-exchange dialogues about their possessions, actions, personal information (name, age, etc.), and past experiences. They can also answer questions based on past experiences, such as "Where did you go?", "What did you do?", and "How were you?" after returning home from an outing, based on facts.

[0048] Step S5: Response and Dialogue

[0049] When asked a name, they will look the other person in the eye and respond; in social situations, they will at least answer "What's your name?" and "How old are you?"

[0050] If attending kindergarten, the child should be able to answer the name of the kindergarten and the teacher's name; for correcting parroting, the child should only give the answer when asked a question, instead of simply repeating the question; for question discrimination, regarding objects, the child should be able to distinguish between at least three types of questions, such as "What is this?" and "What color is this?"; regarding people, the child should be able to distinguish between at least three types of questions, such as "Who is this?" and "Where is this?"; the child should be able to recognize their own name and only respond when their name is called; the child should only follow instructions when their name is called; regarding verb negation, the child should be able to answer "Not eating" and "Not yet" respectively when asked "Are you eating?"; regarding picture book comprehension, when shown pictures in a picture book and asked "What's wrong?", the child should be able to describe the protagonist's actions and the differences from the previous page. Note that details are not required here.

[0051] Step S6: Active verbal communication

[0052] Shouting loudly: When in a different room from an adult, the child can loudly call out the adult's name, such as "Mom"; requesting things that are not currently in sight, and actively requesting things that are not currently visible; making requests with the other person's name: the child can call out the other person's name or title before making a request, requiring the ability to distinguish between two or more different people; asking for permission: during training and in daily life, the child will spontaneously ask for permission in at least one situation by saying "May I...?"; asking for help: when the child cannot complete a task alone, the child will say "Help me" or similar expressions to seek help; inviting: the child will spontaneously use the phrase "Let's..." in appropriate situations, such as "Let's go."

[0053] Step S7 Academics

[0054] Line imitation: Able to draw horizontal, vertical, and diagonal lines from a designated point by imitation; can also draw dots and wavy lines. Number reading: When an adult says a number from 1-10, can correctly select the number card; can also say the number when asked. Correspondence between words and numbers: When shown number cards from 1-10, can select the correct number of toys (building blocks, marbles, etc.). When shown 1-10 toys, can select the correct number of number cards. Units of number: Commonly used quantifiers for single numbers. Number of repetitions: Able to correctly follow instructions such as clapping, jumping, and spinning several times. Can correctly answer the question "How many times did you clap?" (Here, only 1-5 times are required).

[0055] Gaming and social aspects include:

[0056] Step S1: Individual play, use of items

[0057] Using scissors, a circle about 10 cm in diameter drawn with a thick pen can be roughly cut out along the lines; using glue or transparent tape, the child can glue things onto paper (both can be done), transparent tape can be cut to a suitable size by an adult first; puzzles, where each piece is the same shape but has a different pattern. 6-9 pieces or more; simple crafts, give the child scissors and paper, say "cut something," and the child can cut it out; building blocks, with adult instructions, the child can build 3 or more different things with blocks. Can play with building blocks alone for 5 minutes or more; modeling clay, with adult instructions, the child can mold 3 or more different things with modeling clay. Can play with modeling clay alone for 5 minutes or more; drawing, the child can draw fruits, everyday items, and faces, just enough to be roughly recognizable. Can draw alone during free time (excluding random scribbling); playing in the sand, can play alone in the sandbox building something for 10 minutes or more;

[0058] Step S2 Imagination

[0059] Pretending to be hot: When told to "pretend to be hot," the child can pretend to be hot without props (e.g., the child fanning their face). Doctor game: Using the doctor's toys and a doll, the child can imitate the doctor's behavior. Baby care: When given instructions (e.g., "feed the baby"), the child can feed the doll or put the doll in a stroller and walk around in at least three different ways. Imitation: When given instructions (e.g., "imitate a rabbit"), the child can imitate a rabbit (e.g., the child hops with their hands above their head). Five or more animals, and three or more people or cartoon characters. Both sounds and actions must be imitated.

[0060] Step S3: Interactive Games and Social Activities

[0061] Chase and escape: If chased by an adult, the child can run away for about 8 seconds; if the adult runs away, the child can run and chase for about 8 seconds. Respect for ownership: Without permission, the child will not touch other children's food or take toys that other children have played with first. Taking turns (with one other child): The child can follow the turn order. When it is their turn, they do not need adult prompting, and they will not rush ahead when it is not their turn. Peer training: With an adult present, the child can play appropriate interactive games with peers for more than 5 minutes, even without adult intervention. Playing against each other: The child can play against each other for more than 3 minutes, such as hitting each other with sticks made of newspaper. Helping behavior: The child can spontaneously help others in daily life or training, such as touching the sore spot when someone falls and hurts. Free play: The child can play interactive games with adults for more than 10 minutes without interruption. Role-playing: The child can play a role in more than 3 types of children's games. For example, playing the teacher in school children's games. Concept of winning and losing: The child can play games with another child to see who can get something faster. Able to correctly answer questions like "Who did it right?" and "Who lost?"; in a running race, able to run towards the finish line with all their might. Knows who won and who lost. Doesn't slack off even when losing; in a game of tag, one person chases the other, and the chaser catches the runner and taps them on the shoulder, then the chaser starts running again, and the runner starts chasing again, repeating the process. The child understands the rules and follows them.

[0062] Compared with existing technologies, this invention provides a children's language correction training curriculum system, which has the following features:

[0063] Beneficial effects:

[0064] During training, parents can provide timely positive reinforcement, such as praise and encouragement. This is crucial for building children's confidence and overcoming language barriers. In a natural home environment, parents can integrate training into everyday situations, making language skill learning and application more lifelike and natural. Furthermore, joint participation in language training enhances communication and interaction between parents and children, helping to improve children's language skills while also strengthening their emotional bond. Detailed Implementation

[0065] The technical solutions of the embodiments of the present invention will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of the present invention, and not all embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those skilled in the art without creative effort are within the scope of protection of the present invention.

[0066] The children's language correction training curriculum system is characterized by the fact that its curriculum also includes elementary, intermediate, and advanced levels of language cognition. The elementary level of language cognition includes basics and language and communication, while the advanced level of language cognition includes learning basics, language and communication, games, and socialization. The basic level includes the following steps:

[0067] Step S1: Learning the basics:

[0068] Guide the child to sit in a chair. With physical contact and encouragement, the child should be able to sit in the chair for 1-2 seconds without resistance. Step S2: Guide the child to sit in the chair for an extended period. During training, the child should be able to remain seated for 5 minutes before the adult says "Okay." Step S3: Teach the child to obey commands to sit down. Have the child stand about 1 meter away from the chair. When the adult says "Sit down," the child should sit down. Teach the child to obey commands to sit in the chair while looking at the adult. When the child's gaze wanders, the adult should be able to look at the adult's face when the adult says "Look here." Teach the child to obey commands related to posture. When the child's gaze wanders, the adult should be able to look at the adult's face when the adult says "Look here." Teach the child to obey commands related to posture. For commands such as "Sit properly," "Hands in place," and "Feet in place," the child should be able to complete them at least 8 times in 10 attempts, each time for at least 10 seconds, such as "Hands in place." Establish a relationship of obedience, enabling the child to sit down after being called once. The child has learned to obey adults well.

[0069] Step S2 pairing:

[0070] This exercise involves matching objects. With over 20 items, the child can randomly pick 3-5 and correctly match them. For example, place a bowl and a building block on the table. Then give the child an identical building block or an identical bowl and ask them to match them with the ones on the table. The key is to start with the bowl, then move on to the building block, and finally practice with a mix of bowls and building blocks to see if the child truly understands. This is called rotation, a basic ABA skill that will be frequently used later. Matching similar objects involves placing three items on the table, with at least five similar items for each type, and ensuring the child can correctly match each one (e.g., bowls with different patterns). Matching objects with pictures involves placing three to five pictures on the table and randomly giving the child an object that matches one of the pictures, ensuring they can correctly match each one (e.g., giving the child a real apple and asking them to place it on the apple picture). Matching pictures with pictures involves placing three to five pictures on the table and randomly giving the child a picture that matches one of the pictures, ensuring they can correctly match each one. Reverse matching involves placing three to five items on the table, showing the child an item that matches one of the pictures, saying "Give me this," and asking the child to give the matching item to the adult. Matching colors involves arranging five objects of the same shape but different colors, and randomly giving the child an object of one color, ensuring they can correctly match each one. Initially, it's best to... Cut colored paper into identical squares; shape matching: arrange 5 objects of the same type and color but different shapes, and give the child any one of the shapes. If they can match correctly, you can use building blocks of roughly the same size and color at first; silhouette matching: arrange 5 different silhouette cards, and give the child any object corresponding to one of the cards. If they can match correctly, they can match silhouettes of animals or objects; matching of similar items: prepare 3-5 items, and for each type of item, prepare 5 similar items with different names. If they can match correctly, put similar items together. At this stage, it's best to use simple ones, such as handkerchiefs with handkerchiefs, socks with socks, etc. Matching animals with animals might be more difficult. This matching mainly helps children understand the basic attributes of objects. Classifying animals and plants is an intermediate topic and doesn't need to be required at this stage.

[0071] Step S3 Action Imitation

[0072] Body imitation: Can perform more than 30 large movements that can be done while seated, such as raising a hand or waving goodbye; Simple object imitation: Can perform more than 5 movements using building blocks, such as tapping a block on a table; Imitation of the inherent function of an object: More than 8 movements, such as using a teacup to make a drinking gesture or wiping a table with a cloth; Standing movement imitation: More than 10 movements that can only be performed while seated, such as squatting or spinning; Lip imitation: More than 10 movements, such as opening the mouth or pouting; Multiple imitations using the same object; Multiple imitations using the same object: Can perform more than 10 movements using one object, such as tapping a block on a table, rolling a block on a table, or raising a block overhead.

[0073] Language and communication include the following steps:

[0074] Step S1 Language Instructions

[0075] More than 25 verbal commands involving body movements; more than 10 verbal commands involving standing; more than 5 verbal commands involving the inherent function of objects, such as "drink water," where the child holds a cup and mimics drinking; more than 10 verbal commands using the same object for multiple imitations, using one object to complete multiple actions; "stop," where the child walks a few meters away and is told to stop immediately when told to stop; the duration of commands, such as clapping, which can be maintained for 10 seconds before being told to stop; "hands on knees," "at ease," which can be maintained for 1 minute; the child cannot stop after being told to stop, such as clapping, with the ultimate goal of 10 seconds; "wipe the table with a cloth," "drink water from a teacup"; objects plus commands, where 3 objects are placed together and 3-5 commands are given to each object, which can be completed correctly; the command "wait a minute," where the child can stand still for 1 minute after being told to wait a minute, especially at home. If you are outside, it takes 15 seconds; if you ask a child to give something to someone else, and the third person is outside the room, and the adult says "Give XX to XX", the child can take the item to the third person and give it to them.

[0076] Step S2 Language Imitation

[0077] Single-sound imitation: over 70% of single sounds; syllable and word imitation: most three-syllable words can be pronounced clearly. Some four-syllable words can also be pronounced.

[0078] Step S3 Naming

[0079] Passive naming of objects: Knowing over 100 nouns, place two cards of common items, such as an apple and a banana, on the table. Say the name of one of them and have the child point to the card. The instruction "Give me": Use an item the child knows (passive naming is also possible). Say "Give me XX," and have the child find the desired item from a list of items and give it to the adult. Say "Give me XX," and the child gives the item. The instruction "Bring me": Choose an item the child knows, place it on a table or floor at the opposite end of the room, and say "Bring XX." The child will bring it. Say "Bring XX," and the child will bring the item to the adult. Active naming of objects: Able to passively name objects... For naming nouns, as long as the pronunciation is clear, it's fine as long as others can understand. This involves placing two cards of commonly used objects, saying the name of one, having the child point to the card, and then having the child repeat the object's name. For active naming of verbs, adults demonstrate actions for the child and then ask, "What are you doing?" The child should be able to correctly answer with more than 20 verbs. This is basically done with cards, similar to noun naming. For naming people, the child should be able to name themselves, family members living together, and other close people like teachers. This usually starts with family members; at this stage, ambiguous concepts like police officers or doctors don't need to be introduced. Ideally, the child should be able to name at least five places at home and go to the correct place when called. They should also be able to correctly name at least five places outside, selecting photos and saying their names. This is taught using cards on the table. For naming places, the child should be able to name at least five places at home and go to the correct place when called. They should also be able to correctly name at least five places outside, selecting photos and saying their names. This usually starts with places at home, such as the kitchen and bathroom. Then expand to places the child frequents, such as parks and bus stops. In principle, start by teaching with flashcards on the table; spontaneous verbal communication, where the child can name things they are interested in without prompting. This doesn't mean the child wants something at the moment, but rather that they will actively tell adults what they see, such as saying "bus" when they see a bus. This is the most basic form of shared gaze, which is more difficult for children with poor social skills. You can't teach this on the table, but you can tell them what interests them when you're out and about. Over time, they will spontaneously start talking about it. Naming shapes and colors, enabling them to choose and name at least 6 shapes and at least 10 colors; retrieving two items, being able to take 2 out of 5 items. Place multiple items on the table and say, "Give me XX and XX," then have the child take them out. If it's difficult at first, start with only two items, then gradually increase to 3 and then more.

[0080] Step S4 requires language

[0081] The requirements for using verbs include using more than five different verbs, such as "go away" or "open the door for a moment"; the requirements for using nouns include being able to name what you want when you see it, such as "cup" or "water"; and the child should learn to say "give me XX".

[0082] Step S5 Nonverbal Communication

[0083] Using fingers to make requests: When a child wants something, they can point to it without assistance, for example, pointing to a cup when they want water; making eye contact: After an adult says "Look here," the child can make eye contact with the adult for about 2 seconds; using sound commands related to the inherent function of objects, such as "drink water," and having the child hold a cup and pretend to drink; making eye contact when the child makes a request: When a child makes a request, they can look into the adult's eyes once out of two times without prompting; turning around when called by name: When a child is playing alone, if their name is called, they will look over twice out of three times; this can also be taught directly; understanding gestures: Understanding the meaning of drawing cards, such as "stand up," "sit down," "come here"; using drawing cards to make requests: Using more than 10 different drawing cards to make requests; this is a topic for children who cannot or have difficulty imitating sounds or expressing themselves verbally; if there are no problems in this area, it can be skipped; descriptive pointing: When an adult says "point to XX," the child will point to something that is not nearby and is placed a little far away. Even without being asked, the child will point to things that interest them; they understand the meaning of fingers. If multiple objects are placed more than 2 meters away, and an adult points to one of them and asks, "What is that?", the child will not be confused and can answer correctly even if there is another object within a 30-45 degree angle around the pointed-to object; they can track eyes. If an adult and child are sitting face to face and the adult looks diagonally behind the child, the child will turn their head to look in the same direction 3 out of 5 times; they can actively engage in co-attention. In daily life, they will point to things that interest them and look into the adult's eyes.

[0084] Games and social interaction include the following steps:

[0085] Step S1: Playing alone and manipulating objects

[0086] Simple manual operations: Can put building blocks into a bowl 5 times consecutively by themselves. Can stick magnets to a board 5 times consecutively; Can play with toys that involve putting things into objects, such as marbles, for more than 1 minute by themselves; Can play with matching toys, such as stuffing different shaped building blocks into different shaped holes, for more than 2 minutes by themselves; Can blow whistles independently; Can blow soap bubbles; Can complete puzzles with 20 or more pieces independently without assistance; Can play with rideable toys such as tricycles for more than 5 minutes by themselves; Basic object manipulation skills, such as pushing and pulling; Can use more than 5 kinds of tools (spoon, small shovel, small hammer, etc.) and use them correctly according to their purpose; Can build with 5 building blocks (including larger blocks) without assistance; Can use more than 5 kinds of tools (spoon, small shovel, small hammer, etc.) and use them correctly according to their purpose; Can build with 5 building blocks (including larger blocks) without assistance.

[0087] Step S2 Imagination

[0088] Passing through miniature houses; imaginative play, where with adult help, they can imagine one thing as another. Without adult assistance, they can play imaginative games independently, such as connecting stools together and saying they're riding a train. This isn't forced; children with poor imaginations usually understand this much later. They can also play cooperative games and social games involving physical contact, such as being lifted up by an adult; rideable toys (with cooperation), where they can ride for more than 5 minutes without running away, guided by an adult; passing through miniature houses (with cooperation), where given toys, food, and toy cooking utensils, they can play alone for more than 5 minutes; playing in the park, where they can play alongside other children without causing trouble; retaliating (doing the same thing as the other child but targeting them), where they can perform at least 5 retaliatory behaviors such as slapping and pushing; negotiating with objects, exchanging items, etc.; interactive ball games, where, if asked, they can throw and catch the ball continuously for 10 rounds; and consciously resisting when an adult tries to take away a toy or snack they are holding.

[0089] The intermediate level of language and cognition includes learning foundations, language and communication, play, and socialization. Learning foundations include:

[0090] Step S1: Learning the Basics

[0091] Reconfirm the learning posture; meet at least 8 of the following criteria in items 1-9.

[0092] 1. Even when slightly dissatisfied, the child will not cry, fuss, throw tantrums, attack, or self-harm. 2. When playing on the floor, if called once or twice, the child will return to their seat within 10 seconds (successful more than 8 out of 10 trials. The same applies to the following items). 3. Obeys instructions regarding posture such as "hands on knees," "sit properly," and "feet in place" much better. 4. After being instructed to "look this way," the child can maintain eye contact for more than 1 second. 5. Does not stand up on their own unless the teacher says, "You can stand up now." 6. Does not touch things on the table without permission. Does not throw teaching materials around. 7. During training, there is no disobedience, playfulness, or resistance. 8. When an instruction is about to be given, the child's attention can return without being told to "look this way," and they can focus on the teaching materials or an adult. 9. Does not self-stimulate while learning.

[0093] Step S2: Cognition (Movement)

[0094] The game involves imitating a teacher, where the child acts as the teacher and gives instructions to the adult. When the adult answers correctly, the child gives the adult a reward. Other activities include searching for hidden items in five or more locations; identifying different items among identical or similar items; and connecting lines, where five different patterns are arranged in two ways and placed in two rows, and the child connects the identical patterns with lines.

[0095] Step S3 Action Imitation

[0096] Two-stage motor imitation: using different combinations of body movements or objects, the child can complete more than 10 sets; imitating two movements simultaneously, the child can imitate simultaneous hand and foot movements and asymmetrical movements; multi-stage motor imitation: after performing three movements in succession, the child can correctly imitate them in sequence.

[0097] Language and communication include:

[0098] Step S1: Voice command

[0099] Two-stage instruction recognition can complete multiple natural-sounding two-stage instructions such as "touch face and then say goodbye"; for colors and objects, place 3 or more objects of 3 colors at a time, and give an instruction to select one of the objects, such as "give me the red car", which the child can complete; for bringing people, an adult can say "bring so-and-so", and that person will be among them.

[0100] In his room, the child will also go there, saying "So-and-so, come here," and then taking that person's hand to come over; He can distinguish between negative instructions (e.g., "don't eat") and positive instructions (e.g., "eat"); he can distinguish between permissive instructions (e.g., "you can eat") and negative instructions (e.g., "don't eat"); he can distinguish between prohibitive instructions (e.g., "you can't eat") and permissive instructions (e.g., "you can eat"); he can complete two-stage instructions that take more than 30 seconds from the start of the instruction to the completion of the task; he can complete two or more multi-element instructions, such as "color X object X instruction" and "color X location X instruction"; he can complete simple three-stage instructions; he can understand and follow polite instructions; and he can follow instructions given by the teacher to all students in a group without assistance (simple instructions that the child can understand are sufficient).

[0101] Step S2 Language Imitation

[0102] He can distinguish between single syllables, words, and sentences using normal voice, loud and soft; he can distinguish between long and short vowels in both single syllables and words; he can pronounce pitches (such as "ah") in normal, high, and low tones; he can sing simple songs on scales with roughly the correct pitch; and he can imitate sentence endings such as "yeah" and "oh yeah."

[0103] Step S3 Language and Concepts

[0104] Increase nouns: Know over 200 nouns; basic adjectives: Know over 10 types, including size, passive voice (choice) and verbal expression (self-speech); possession: When adults say body parts or common objects, correctly point to the object (e.g., "Mommy's eyes," "Mommy's shoes"), and answer correctly when asked "Whose XX is this?"; increase verbs: Can answer "What are you doing?" using over 40 common verbs; feelings: Can answer "What's wrong?" using over 5 feeling words (pain, itchiness, comfort, etc.); facial expressions: When shown adult facial expressions (without actions or words), answer "Crying," "Laughing," or "Angry" when asked "What are you doing?", and can also answer when looking at photos; gender and generation: Know older brother, older sister, uncle, aunt, grandfather, grandmother, baby, boy, girl, passive voice (choice) and verbal expression (self-speech); emotions (basic): When asked "What are you feeling?" using the child, the trainer, and others as subjects, correctly answer "Happy," "Sad," or "Angry." They can answer with "surprised" and "afraid"; when asked "Where? Which?", they can answer "Here, this" for things close by that their partner can reach, and "There, that" for things further away that their partner can't reach; they can pick out 3 objects from 5 objects, as specified by an adult; they understand the concepts of quantity, such as "more," "less," "all (full), half," and "empty (nothing)," and can answer both passively (choosing) and verbally (speaking); they can correctly complete the instructions for 5 antonyms, such as "put in" and "take out"; they can correctly answer questions about sequence, such as "start," "then," "last," "first," "second," and "third," following the order of touching toys or reaching the finish line in a race; they can distinguish between past, present, and future tenses. At this stage, adult questions contain hints; they can also distinguish between past, present, and future tenses. At this stage, adult questions no longer contain hints.

[0105] Step S4 Knowledge and Understanding

[0106] Animal sounds; able to answer questions about more than 10 animals, such as "How does animal X make its sound?" or "What does this sound like?"; What is this?; know the names and locations of several animal body parts, and the names and locations of parts of household items and vehicles; the functions of objects (this topic will be learned after mastering common verbs);

[0107] The child can answer questions about more than 10 different items with different functions, such as "What is this used for?"; they can group items with similar functions together. When there are multiple items, they can answer questions about functions correctly, both passively and actively. They can describe the colors and shapes of common items (while looking at the objects). They can engage in information-exchange dialogues about their possessions, actions, personal information (name, age, etc.), and past experiences. They can also answer questions based on past experiences, such as "Where did you go?", "What did you do?", and "How were you?" after returning home from an outing, based on facts.

[0108] Step S5: Response and Dialogue

[0109] When asked a name, they will look the other person in the eye and respond; in social situations, they will at least answer "What's your name?" and "How old are you?"

[0110] If attending kindergarten, the child should be able to answer the name of the kindergarten and the teacher's name; for correcting parroting, the child should only give the answer when asked a question, instead of simply repeating the question; for question discrimination, regarding objects, the child should be able to distinguish between at least three types of questions, such as "What is this?" and "What color is this?"; regarding people, the child should be able to distinguish between at least three types of questions, such as "Who is this?" and "Where is this?"; the child should be able to recognize their own name and only respond when their name is called; the child should only follow instructions when their name is called; regarding verb negation, the child should be able to answer "Not eating" and "Not yet" respectively when asked "Are you eating?"; regarding picture book comprehension, when shown pictures in a picture book and asked "What's wrong?", the child should be able to describe the protagonist's actions and the differences from the previous page. Note that details are not required here.

[0111] Step S6: Active verbal communication

[0112] Shouting loudly: When in a different room from an adult, the child can loudly call out the adult's name, such as "Mom"; requesting things that are not currently in sight, and actively requesting things that are not currently visible; making requests with the other person's name: the child can call out the other person's name or title before making a request, requiring the ability to distinguish between two or more different people; asking for permission: during training and in daily life, the child will spontaneously ask for permission in at least one situation by saying "May I...?"; asking for help: when the child cannot complete a task alone, the child will say "Help me" or similar expressions to seek help; inviting: the child will spontaneously use the phrase "Let's..." in appropriate situations, such as "Let's go."

[0113] Step S7 Academics

[0114] Line imitation: Able to draw horizontal, vertical, and diagonal lines from a designated point by imitation; can also draw dots and wavy lines. Number reading: When an adult says a number from 1-10, can correctly select the number card; can also say the number when asked. Correspondence between words and numbers: When shown number cards from 1-10, can select the correct number of toys (building blocks, marbles, etc.). When shown 1-10 toys, can select the correct number of number cards. Units of number: Commonly used quantifiers for single numbers. Number of repetitions: Able to correctly follow instructions such as clapping, jumping, and spinning several times. Can correctly answer the question "How many times did you clap?" (Here, only 1-5 times are required).

[0115] Gaming and social aspects include:

[0116] Step S1: Individual play, use of items

[0117] Using scissors, a circle about 10 cm in diameter drawn with a thick pen can be roughly cut out along the lines; using glue or transparent tape, the child can glue things onto paper (both can be done), transparent tape can be cut to a suitable size by an adult first; puzzles, where each piece is the same shape but has a different pattern. 6-9 pieces or more; simple crafts, give the child scissors and paper, say "cut something," and the child can cut it out; building blocks, with adult instructions, the child can build 3 or more different things with blocks. Can play with building blocks alone for 5 minutes or more; modeling clay, with adult instructions, the child can mold 3 or more different things with modeling clay. Can play with modeling clay alone for 5 minutes or more; drawing, the child can draw fruits, everyday items, and faces, just enough to be roughly recognizable. Can draw alone during free time (excluding random scribbling); playing in the sand, can play alone in the sandbox building something for 10 minutes or more;

[0118] Step S2 Imagination

[0119] Pretending to be hot: When told to "pretend to be hot," the child can pretend to be hot without props (e.g., the child fanning their face). Doctor game: Using the doctor's toys and a doll, the child can imitate the doctor's behavior. Baby care: When given instructions (e.g., "feed the baby"), the child can feed the doll or put the doll in a stroller and walk around in at least three different ways. Imitation: When given instructions (e.g., "imitate a rabbit"), the child can imitate a rabbit (e.g., the child hops with their hands above their head). Five or more animals, and three or more people or cartoon characters. Both sounds and actions must be imitated.

[0120] Step S3: Interactive Games and Social Activities

[0121] Chase and escape: If chased by an adult, the child can run away for about 8 seconds; if the adult runs away, the child can run and chase for about 8 seconds. Respect for ownership: Without permission, the child will not touch other children's food or take toys that other children have played with first. Taking turns (with one other child): The child can follow the turn order. When it is their turn, they do not need adult prompting, and they will not rush ahead when it is not their turn. Peer training: With an adult present, the child can play appropriate interactive games with peers for more than 5 minutes, even without adult intervention. Playing against each other: The child can play against each other for more than 3 minutes, such as hitting each other with sticks made of newspaper. Helping behavior: The child can spontaneously help others in daily life or training, such as touching the sore spot when someone falls and hurts. Free play: The child can play interactive games with adults for more than 10 minutes without interruption. Role-playing: The child can play a role in more than 3 types of children's games. For example, playing the teacher in school children's games. Concept of winning and losing: The child can play games with another child to see who can get something faster. Able to correctly answer questions like "Who did it right?" and "Who lost?"; in a running race, able to run towards the finish line with all their might. Knows who won and who lost. Doesn't slack off even when losing; in a game of tag, one person chases the other, and the chaser catches the runner and taps them on the shoulder, then the chaser starts running again, and the runner starts chasing again, repeating the process. The child understands the rules and follows them.

[0122] The above description is merely a preferred embodiment of the present invention, but the scope of protection of the present invention is not limited thereto. Any equivalent substitutions or modifications made by those skilled in the art within the scope of the technology disclosed in the present invention, based on the technical solution and inventive concept of the present invention, should be covered within the scope of protection of the present invention.

Claims

1. A children's language correction training curriculum system, characterized in that its curriculum also includes elementary language cognition, intermediate language and cognition, and advanced language cognition. The elementary language cognition includes basics and language and communication, while the advanced language cognition includes learning basics, language and communication, games, and socialization. The basics include the following steps: Step S1: Learning the basics: Guide the child to sit in a chair. With physical contact and encouragement, the child should be able to sit in the chair for 1-2 seconds without resistance. Step S2: Guide the child to sit in the chair for an extended period. During training, the child should be able to remain seated for 5 minutes before the adult says "Okay." Step S3: Teach the child to obey commands to sit down. Have the child stand about 1 meter away from the chair. When the adult says "Sit down," the child should sit down. Teach the child to obey commands to sit in the chair while looking at the adult. When the child's gaze wanders, the adult should be able to look at the adult's face when the adult says "Look here." Teach the child to obey commands related to posture. When the child's gaze wanders, the adult should be able to look at the adult's face when the adult says "Look here." Teach the child to obey commands related to posture. For commands such as "Sit properly," "Hands in place," and "Feet in place," the child should be able to complete them at least 8 times in 10 attempts, each time for at least 10 seconds, such as "Hands in place." Establish a relationship of obedience, enabling the child to sit down after being called once. The child has learned to obey adults well. Step S2 pairing: This exercise involves matching objects. With over 20 items, the child can randomly pick 3-5 and correctly match them. For example, place a bowl and a building block on the table. Then give the child an identical building block or an identical bowl and ask them to match them with the ones on the table. The key is to start with the bowl, then move on to the building block, and finally practice with a mix of bowls and building blocks to see if the child truly understands. This is called rotation, a basic ABA skill that will be frequently used later. Matching similar objects involves placing three items on the table, with at least five similar items for each type, and ensuring the child can correctly match each one (e.g., bowls with different patterns). Matching objects with pictures involves placing three to five pictures on the table and randomly giving the child an object that matches one of the pictures, ensuring they can correctly match each one (e.g., giving the child a real apple and asking them to place it on the apple picture). Matching pictures with pictures involves placing three to five pictures on the table and randomly giving the child a picture that matches one of the pictures, ensuring they can correctly match each one. Reverse matching involves placing three to five items on the table, showing the child an item that matches one of the pictures, saying "Give me this," and asking the child to give the matching item to the adult. Matching colors involves arranging five objects of the same shape but different colors, and randomly giving the child an object of one color, ensuring they can correctly match each one. Initially, it's best to... Cut colored paper into identical squares; shape matching: arrange 5 objects of the same type and color but different shapes, and give the child any one of the shapes. If they can match correctly, you can use building blocks of roughly the same size and color at first; silhouette matching: arrange 5 different silhouette cards, and give the child any object corresponding to one of the cards. If they can match correctly, they can match silhouettes of animals or objects; matching of similar items: prepare 3-5 items, and for each type of item, prepare 5 similar items with different names. If they can match correctly, put similar items together. At this stage, it's best to use simple ones, such as handkerchiefs with handkerchiefs, socks with socks, etc. Matching animals with animals might be more difficult. This matching mainly helps children understand the basic attributes of objects. Classifying animals and plants is an intermediate topic and doesn't need to be required at this stage. Step S3 Action Imitation Body imitation: Can perform more than 30 large movements that can be done while seated, such as raising a hand or waving goodbye; Simple object imitation: Can perform more than 5 movements using building blocks, such as tapping a block on a table; Imitation of the inherent function of an object: More than 8 movements, such as using a teacup to make a drinking gesture or wiping a table with a cloth; Standing movement imitation: More than 10 movements that can only be performed while seated, such as squatting or spinning; Lip imitation: More than 10 movements, such as opening the mouth or pouting; Multiple imitations using the same object; Multiple imitations using the same object: Can perform more than 10 movements using one object, such as tapping a block on a table, rolling a block on a table, or raising a block overhead. Language and communication include the following steps: Step S1 Language Instructions More than 25 verbal commands involving body movements; more than 10 verbal commands involving standing; more than 5 verbal commands involving the inherent function of objects, such as "drink water," where the child holds a cup and mimics drinking; more than 10 verbal commands using the same object for multiple imitations, using one object to complete multiple actions; "stop," where the child walks a few meters away and is told to stop immediately when told to stop; the duration of commands, such as clapping, which can be maintained for 10 seconds before being told to stop; "hands on knees," "at ease," which can be maintained for 1 minute; the child cannot stop after being told to stop, such as clapping, with the ultimate goal of 10 seconds; "wipe the table with a cloth," "drink water from a teacup"; objects plus commands, where 3 objects are placed together and 3-5 commands are given to each object, which can be completed correctly; the command "wait a minute," where the child can stand still for 1 minute after being told to wait a minute, especially at home. If you are outside, it takes 15 seconds; if you ask a child to give something to someone else, and the third person is outside the room, and the adult says "Give XX to XX", the child can take the item to the third person and give it to them. Step S2 Language Imitation Single-sound imitation: over 70% of single sounds; syllable and word imitation: most three-syllable words can be pronounced clearly. Some four-syllable words can also be pronounced. Step S3 Naming Passive naming of objects: Knowing over 100 nouns, place two cards of common items, such as an apple and a banana, on the table. Say the name of one of them and have the child point to the card. The instruction "Give me": Use an item the child knows (passive naming is also possible). Say "Give me XX," and have the child find the desired item from a list of items and give it to the adult. Say "Give me XX," and the child gives the item. The instruction "Bring me": Choose an item the child knows, place it on a table or floor at the opposite end of the room, and say "Bring XX." The child will bring it. Say "Bring XX," and the child will bring the item to the adult. Active naming of objects: Able to passively name objects... For naming nouns, as long as the pronunciation is clear, it's fine as long as others can understand. This involves placing two cards of commonly used objects, saying the name of one, having the child point to the card, and then having the child repeat the object's name. For active naming of verbs, adults demonstrate actions for the child and then ask, "What are you doing?" The child should be able to correctly answer with more than 20 verbs. This is basically done with cards, similar to noun naming. For naming people, the child should be able to name themselves, family members living together, and other close people like teachers. This usually starts with family members; at this stage, ambiguous concepts like police officers or doctors don't need to be introduced. Ideally, the child should be able to name at least five places at home and go to the correct place when called. They should also be able to correctly name at least five places outside, selecting photos and saying their names. This is taught using cards on the table. For naming places, the child should be able to name at least five places at home and go to the correct place when called. They should also be able to correctly name at least five places outside, selecting photos and saying their names. This usually starts with places at home, such as the kitchen and bathroom. Then expand to places the child frequents, such as parks and bus stops. In principle, start by teaching with flashcards on the table; spontaneous verbal communication, where the child can name things they are interested in without prompting. This doesn't mean the child wants something at the moment, but rather that they will actively tell adults what they see, such as saying "bus" when they see a bus. This is the most basic form of shared gaze, which is more difficult for children with poor social skills. You can't teach this on the table, but you can tell them what interests them when you're out and about. Over time, they will spontaneously start talking about it. Naming shapes and colors, enabling them to choose and name at least 6 shapes and at least 10 colors; retrieving two items, being able to take 2 out of 5 items. Place multiple items on the table and say, "Give me XX and XX," then have the child take them out. If it's difficult at first, start with only two items, then gradually increase to 3 and then more. Step S4 requires language The requirements for using verbs include using more than five different verbs, such as "go away" or "open the door for a moment"; the requirements for using nouns include being able to name what you want when you see it, such as "cup" or "water"; and the child should learn to say "give me XX". Step S5 Nonverbal Communication Using fingers to make requests: When a child wants something, they can point to it without assistance, for example, pointing to a cup when they want water; making eye contact: After an adult says "Look here," the child can make eye contact with the adult for about 2 seconds; using sound commands related to the inherent function of objects, such as "drink water," and having the child hold a cup and pretend to drink; making eye contact when the child makes a request: When a child makes a request, they can look into the adult's eyes once out of two times without prompting; turning around when called by name: When a child is playing alone, if their name is called, they will look over twice out of three times; this can also be taught directly; understanding gestures: Understanding the meaning of drawing cards, such as "stand up," "sit down," "come here"; using drawing cards to make requests: Using more than 10 different drawing cards to make requests; this is a topic for children who cannot or have difficulty imitating sounds or expressing themselves verbally; if there are no problems in this area, it can be skipped; descriptive pointing: When an adult says "point to XX," the child will point to something that is not nearby and is placed a little far away. Even without being asked, the child will point to things that interest them; they understand the meaning of fingers. If multiple objects are placed more than 2 meters away, and an adult points to one of them and asks, "What is that?", the child will not be confused and can answer correctly even if there is another object within a 30-45 degree angle around the pointed-to object; they can track eyes. If an adult and child are sitting face to face and the adult looks diagonally behind the child, the child will turn their head to look in the same direction 3 out of 5 times; they can actively engage in co-attention. In daily life, they will point to things that interest them and look into the adult's eyes. Games and social interaction include the following steps: Step S1: Playing alone and manipulating objects Simple manual operations: Can put building blocks into a bowl 5 times consecutively by themselves. Can stick magnets to a board 5 times consecutively; Can play with toys that involve putting things into objects, such as marbles, for more than 1 minute by themselves; Can play with matching toys, such as stuffing different shaped building blocks into different shaped holes, for more than 2 minutes by themselves; Can blow whistles independently; Can blow soap bubbles; Can complete puzzles with 20 or more pieces independently without assistance; Can play with rideable toys such as tricycles for more than 5 minutes by themselves; Basic object manipulation skills, such as pushing and pulling; Can use more than 5 kinds of tools (spoon, small shovel, small hammer, etc.) and use them correctly according to their purpose; Can build with 5 building blocks (including larger blocks) without assistance; Can use more than 5 kinds of tools (spoon, small shovel, small hammer, etc.) and use them correctly according to their purpose; Can build with 5 building blocks (including larger blocks) without assistance. Step S2 Imagination Passing through miniature houses; imaginative play, where with adult help, they can imagine one thing as another. Without adult assistance, they can play imaginative games independently, such as connecting stools together and saying they're riding a train. This isn't forced; children with poor imaginations usually understand this much later. They can also play cooperative games and social games involving physical contact, such as being lifted up by an adult; rideable toys (with cooperation), where they can ride for more than 5 minutes without running away, guided by an adult; passing through miniature houses (with cooperation), where given toys, food, and toy cooking utensils, they can play alone for more than 5 minutes; playing in the park, where they can play alongside other children without causing trouble; retaliating (doing the same thing as the other child but targeting them), where they can perform at least 5 retaliatory behaviors such as slapping and pushing; negotiating with objects, exchanging items, etc.; interactive ball games, where, if asked, they can throw and catch the ball continuously for 10 rounds; and consciously resisting when an adult tries to take away a toy or snack they are holding. The intermediate level of language and cognition includes learning foundations, language and communication, play, and socialization. Learning foundations include: Step S1: Learning the Basics Reconfirm the learning posture; meet at least 8 of the following criteria in items 1-9.

1. Even when slightly dissatisfied, the child will not cry, fuss, throw tantrums, attack, or self-harm.

2. When playing on the floor, if called once or twice, the child will return to their seat within 10 seconds (successful more than 8 out of 10 trials. The same applies to the following items).

3. Obeys instructions regarding posture such as "hands on knees," "sit properly," and "feet in place" much better.

4. After being instructed to "look this way," the child can maintain eye contact for more than 1 second.

5. Does not stand up on their own unless the teacher says, "You can stand up now." 6. Does not touch things on the table without permission. Does not throw teaching materials around.

7. During training, there is no disobedience, playfulness, or resistance.

8. When an instruction is about to be given, the child's attention can return without being told to "look this way," and they can focus on the teaching materials or an adult.

9. Does not self-stimulate while learning. Step S2: Cognition (Movement) The game involves imitating a teacher, where the child acts as the teacher and gives instructions to the adult. When the adult answers correctly, the child gives the adult a reward. Other activities include searching for hidden items in five or more locations; identifying different items among identical or similar items; and connecting lines, where five different patterns are arranged in two ways and placed in two rows, and the child connects the identical patterns with lines. Step S3 Action Imitation Two-stage motor imitation: using different combinations of body movements or objects, the child can complete more than 10 sets; imitating two movements simultaneously, the child can imitate simultaneous hand and foot movements and asymmetrical movements; multi-stage motor imitation: after performing three movements in succession, the child can correctly imitate them in sequence. Language and communication include: Step S1: Voice command Two-stage instruction recognition can complete multiple natural-sounding two-stage instructions such as "touch face and then say goodbye"; for colors and objects, place 3 or more objects of 3 colors at a time, and give an instruction to select one of the objects, such as "give me the red car", which the child can complete; for bringing people, an adult can say "bring so-and-so", and that person will be among them; In his room, the child will also go there, saying "So-and-so, come here," and then taking that person's hand to come over; He can distinguish between negative instructions (e.g., "don't eat") and positive instructions (e.g., "eat"); he can distinguish between permissive instructions (e.g., "you can eat") and negative instructions (e.g., "don't eat"); he can distinguish between prohibitive instructions (e.g., "you can't eat") and permissive instructions (e.g., "you can eat"); he can complete two-stage instructions that take more than 30 seconds from the start of the instruction to the completion of the task; he can complete two or more multi-element instructions, such as "color x object x instruction" and "color x location x instruction"; he can complete simple three-stage instructions; he can understand and follow polite instructions; and he can follow instructions given by the teacher to all students in a group without assistance (simple instructions that the child can understand are sufficient). Step S2 Language Imitation He can distinguish between single syllables, words, and sentences using normal voice, loud and soft; he can distinguish between long and short vowels, both single syllables and words; he can pronounce pitches, including single syllables (such as "ah"), in normal, high, and low tones; he can sing simple songs on scales with roughly the correct pitch; and he can imitate sentence endings such as "yeah" and "oh yeah." Step S3 Language and Concepts Increase nouns: Know over 200 nouns; basic adjectives: Know over 10 types, including size, passive voice (choice) and verbal expression (self-speech); possession: When adults say body parts or common objects, correctly point to the object (e.g., "Mommy's eyes," "Mommy's shoes"), and answer correctly when asked "Whose XX is this?"; increase verbs: Can answer "What are you doing?" using over 40 common verbs; feelings: Can answer "What's wrong?" using over 5 feeling words (pain, itchiness, comfort, etc.); facial expressions: When shown real-life adult facial expressions (without actions or words), answer "Crying," "Laughing," "Angry" when asked "What are you doing?", and can also answer when looking at photos; gender and generation: Brother, Sister, Uncle, Aunt, Grandpa, Grandma, Baby, Boy, Girl, passive voice (choice) and verbal expression (self-speech); emotions (basic): When asked "What are you feeling?" using the child, the trainer, and others as subjects, can correctly answer "Happy," "Sad," "Angry." They can answer with "surprised" and "afraid"; when asked "Where? Which?", they can answer "Here, this" for things close by that their partner can reach, and "There, that" for things further away that their partner can't reach; they can pick out 3 objects from 5 objects, as specified by an adult; they understand the concepts of quantity, such as "more," "less," "all (full), half," and "empty (nothing)," and can answer both passive (choice) and verbal (self-expression); they can correctly complete the commands for 5 antonyms, such as "put in" and "take out"; they can correctly answer questions about sequence, such as "start," "then," "last," "first," "second," and "third," following the order of touching toys or reaching the finish line in a race; they can distinguish between past, present, and future tenses. At this stage, adult questions contain hints; they can also distinguish between past, present, and future tenses. At this stage, adult questions no longer contain hints. Step S4 Knowledge and Understanding Animal sounds; able to answer questions about more than 10 animals, such as "How does animal X make its sound?" and "What is that sound?"; What is this?; know the names and locations of several animal body parts; know the names and locations of parts of household items and vehicles; the functions of objects (this topic will be learned after mastering common verbs); The child can answer questions about more than 10 different items with different functions, such as "What is this used for?"; they can group items with similar functions together. When there are multiple items, they can answer questions about functions correctly, both passively and actively. They can describe the colors and shapes of common items (while looking at the objects). They can engage in information-exchange dialogues about their possessions, actions, personal information (name, age, etc.), and past experiences. They can also answer questions based on past experiences, such as "Where did you go?", "What did you do?", and "How are you?" after returning home from an outing, based on facts. Step S5: Response and Dialogue When asked their name, they will look into the other person's eyes and respond; in social situations, they will at least answer "What's your name?" and "How old are you?" If attending kindergarten, the child should be able to answer the name of the kindergarten and the teacher's name; for correcting rote learning, the child should only give the answer when asked a question, instead of simply repeating the question; for question discrimination, regarding objects, the child should be able to distinguish between at least three types of questions, such as "What is this?" and "What color is this?"; regarding people, the child should be able to distinguish between at least three types of questions, such as "Who is this?" and "Where is this?"; the child should be able to recognize their own name and only respond when their name is called; the child should only follow instructions when their name is called; for verb negation, the child should be able to answer "No" and "Not yet" respectively to the questions "Are you eating?" and "Have you eaten?"; for picture book comprehension, when shown pictures in a picture book and asked "What's wrong?", the child should be able to describe the protagonist's actions and the differences from the previous page. Note that details are not required here. Step S6: Active verbal communication Shouting loudly: When in a different room from an adult, the child can loudly call out the adult's name, such as "Mom"; requesting things that are not currently in sight, and actively requesting things that are not currently visible; making requests with the other person's name: the child can call out the other person's name or title before making a request, requiring the ability to distinguish between two or more different people; asking for permission: during training and in daily life, the child will spontaneously ask for permission in at least one situation by saying "May I...?"; asking for help: when the child cannot complete a task alone, the child will say "Help me" or similar expressions to seek help; inviting: the child will spontaneously use the phrase "Let's..." in appropriate situations, such as "Let's go." Step S7 Academics Line imitation: Children can draw horizontal, vertical, and diagonal lines starting from a designated point by imitation; they can also draw dots and wavy lines. Number reading: When an adult says a number from 1 to 10, children can correctly select the number card and can also say the number when asked. Correspondence between words and numbers: When shown number cards from 1 to 10, children can select the corresponding number of toys (building blocks, marbles, etc.). When shown toys of 1 to 10, children can select the corresponding number card. Units of number: Commonly used quantifiers for single numbers. Number of repetitions: Children can correctly follow instructions such as clapping, jumping, and spinning a certain number of times. The requirement is to be able to answer the question "How many times was it filmed?" correctly 1-5 times. Gaming and social aspects include: Step S1: Individual play, use of items Using scissors, a circle about 10 centimeters in diameter drawn with a thick pen can be roughly cut out along the lines; using glue or transparent tape, one can glue things onto paper (both are good at it), and adults can cut the transparent tape to a suitable size first; puzzles, here referring to puzzles where the pieces are the same shape but different patterns. 6-9 pieces or more; simple crafts: give the child scissors and paper, say "cut something," and the child can cut it out; building blocks: with adult instructions, the child can build 3 or more different things with the blocks. Can play with building blocks alone for 5 minutes or more; modeling clay: with adult instructions, the child can mold 3 or more different things with the clay. Can play with modeling clay alone for 5 minutes or more; drawing: can draw fruits, everyday items, and faces, as long as they are roughly recognizable. Can draw alone during free time (excluding random scribbling); playing in the sand: can play alone in the sandbox, building something or something for 10 minutes or more. Step S2 Imagination Pretend to be hot. Tell the child to "pretend to be very hot." Without any props, the child can pretend to be very hot (for example, the child makes a fanning motion with their hand). The Little Doctor game allows players to imitate doctor behavior using the game's tools and dolls; the baby care game involves players feeding the doll or putting it in a stroller and walking around when given instructions (such as "feed the baby"); When you imitate, give the instruction "Imitate the rabbit's movements," and the child will be able to imitate the rabbit's movements (for example, the child puts their hands above their head and jumps with their feet). Five or more animal characters, and three or more human or anime characters. Voice and movement skills are required. Step S3: Interactive Games and Social Activities Chase and escape: If chased by an adult, the child can run away for about 8 seconds; if the adult runs away, the child can run and chase for about 8 seconds. Respect for ownership: Without permission, the child will not touch other children's food or take toys that other children have played with first. Taking turns (with one other child): The child can follow the turn order. When it is their turn, they do not need adult prompting, and they will not rush ahead when it is not their turn. Peer training: With an adult present, the child can play appropriate interactive games with peers for more than 5 minutes, even without adult intervention. Playing against each other: The child can play against each other for more than 3 minutes, such as hitting each other with sticks made of newspaper. Helping behavior: The child can spontaneously help others in daily life or training, such as touching the sore spot when someone falls and hurts. Free play: The child can play interactive games with adults for more than 10 minutes without interruption. Role-playing: The child can play a role in more than 3 types of children's games. For example, playing the teacher in school children's games. Concept of winning and losing: The child can play games with another child to see who can get something faster. Able to correctly answer questions like "Who did it right?" and "Who lost?"; in a running race, able to run towards the finish line with all their might. Knows who won and who lost. Doesn't slack off even when losing; in a game of tag, one person chases the other, and the chaser catches the runner and taps them on the shoulder, then the chaser starts running again, and the runner starts chasing again, repeating the process. The child understands the rules and follows them.