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Posted By Mary Grunmeier on January 23, 2001 at 12:56:52:
I'm not sure how much verbal instruction she understands, either. I try to keep verbal instruction short ("Chase Dad") and consistent, in that I always use the same phrase for the same thing. With longer explanations, there seems to be no effect, I'm not sure if she's not processing it or if she's not paying attention. Either way, it is what it is.
I do have access to a movie about going too fast, but it relies heavily on the narration, so I'm not sure it will have any effect. However, I'm liking the cartoon idea. I think I can cut and paste two 3-4 panel cartoons showing what we want to do and what we don't want to do. I need to find a reward, though--could I show a skier going around the cones and finish with a big smiley face and then show a skier not going around the cones with a big frown face? Actually, I might like to show the smiley face with a gold star sticker, and when she does it, I could put a gold star sticker on her helmet or ski boot. I would love to know what you think. I also like thinking we could do one where we ski around the cones and then one where she can just go fast, because she really does seem to like that.
And, by the way, she is actually very careful around other people. She can stop and she can turn to avoid other people and solid objects. Her father says that if the hill is crowded, it makes her nervous. I don't think so--I think it makes him nervous and she picks up on that.
Thank you so much for your ideas. If you think of more, please let me know.
Mary Grunmeier MaryG2@aol.com
: Hi Mary,
: I love what you are doing! Skiing is so much fun, and there is so much input to the senses for your student.
: As I read your post I thought of the time I was learning to ski. It was quite clear that when I got to the top of a more difficult run that I would have to control my speed or risk serious injury, and that was when I saw how important it was to learn how control speed. It isn't clear to me from your post how much verbal instruction your student understands, but possibly she would understand a movie. Are there any movies that show the consequences of not skiing slowly, and then show the methods you use to ski slowly? Or even cartoons?
: I like the way you are practicing on easier slopes first, and your student can do some stopping already. In Son Rise, we would say it is OK to go fast after practicing this, which is her motivation, on the beginner slope. Is she careful around other people?
: Doug
: : I am a Level 2 Certified Ski Instructor working with a teen-aged girl who is autistic. I have the skills and experience for teaching skiing, and she has really come such a long way, but we have come upon a real challenge.
: : Her father reports that she loves to go skiing, and although she doesn't talk to me, she does respond to both verbal and physical encouragement, such as "Good Job!" a High-Five, and a big "thumbs up." Her father skis with us. When I first met her, she skied between her father and me. All three of us would hold on to a bamboo pole, and we skied her. This wasn't my idea and was problematic in many ways. First of all, she's almost my size, and while it is easy to control a small child this way, it is much harder with a larger person. Second, the idea was to give her the idea of how the fee/skis/snow interact so she could reproduce it on her own, but she was leaning so hard on the pole that often her skis weren't even in contact with the snow.
: : She now skis from the top of our beginners' hill (which is really way too steep for beginners) without falling and can stop and turn. We are looking for a way to get her to turn on command. "Chase Dad!" works to a degree. However, once she catches him, she just goes by him. (She likes to go fast.) I've been successful in skiing in front of her, holding up a colored coffee can lid, and I call out "Red, Hit it!" and throw it in the snow. Then, "Yellow! Hit it!" and throw it in the snow, and so on and so forth. She'll ski over 6 or 7 of them this way, but then takes off. I had an idea that she could ski around our orange cones--small, lightweight, slide away if you hit them by counting them. The plan was that I would go first, counting each turn as she made it, in back of me. This plan is just not going anywhere.
: : The primary goal is for her to use the turns to control her speed, so that she and her father can ski at the top of the mountain. The secondary goal is for her to recognize the need to turn around racing gates (poles) so she can get into the Special Olympics program in her state.
: : I would really appreciate any thoughts or ideas you might have. Thank you so much.
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