{"id":3621,"date":"2020-07-23T19:36:47","date_gmt":"2020-07-23T17:36:47","guid":{"rendered":"https:\/\/autistischen-kindern-bruecken-bauen.de\/?p=3621"},"modified":"2026-11-01T16:30:19","modified_gmt":"2026-11-01T15:30:19","slug":"common-problemless-every-interaction-a-good-interaction","status":"publish","type":"post","link":"https:\/\/janert.info\/en\/gemeinsames-problemelosen-jede-interaktion-eine-gute-interaktion\/","title":{"rendered":"Joint problem solving: Every interaction - a good interaction!"},"content":{"rendered":"<div class=\"et_pb_section_0 et_pb_section et_section_regular et_block_section\"><div class=\"et_pb_row_0 et_pb_row et_block_row\"><div class=\"et_pb_column_0 et_pb_column et_pb_column_4_4 et-last-child et_block_column et_pb_css_mix_blend_mode_passthrough\"><div class=\"et_pb_text_0 et_pb_text et_pb_bg_layout_light et_clickable et_pb_module et_block_module\"><div class=\"et_pb_text_inner\"><p><!-- divi:paragraph --><\/p>\n<p><strong>Joint problem solving: Every interaction - a good interaction!<\/strong><\/p>\n<p>\u00a0<span style=\"font-size: 14px;\">Wenn wir einem Kind die Entwicklungsleiter hochhelfen wollen, dann sind Probleme unsere besten Freunde und Helfer! Nachdem wir vorhin Bruno's geliebte Buchstaben in ein Schraubverschlu\u00dfglas getan hatten, w\u00fcrde ich jetzt mit gro\u00dfer \u00fcbertriebener Anstrengung (aber erfolglos) versuchen, das Glas aufzumachen. \u201aOh nein! Die Buchstaben sind alle in diesem Glas! Und ich krieg den Deckel nicht auf!\u2018 Wir k\u00f6nnen uns vorstellen, da\u00df Bruno seine Mutter fassungslos ansehen w\u00fcrde (bisher hat sie ja immer alles sofort f\u00fcr ihn gemacht!), als sie ihm das Glas reicht, \u2013 und dann seinerseits versuchen es aufzumachen. Aber er schafft es nicht. \u201aOh je! Du kriegst es auch nicht auf? Was machen wir denn jetzt?\u2018 Wenn wir jetzt nichts machen und erwartungsvoll warten, wird Bruno das Glas nehmen, und es vielleicht sch\u00fctteln. \u201aJa, das ist ja eine gute Idee! Darf ich auch mal sch\u00fctteln? Vielleicht kriegen wir ja dadurch die Buchstaben raus!?\u2018, w\u00fcrde seine Mutter vielleicht sagen. Und \u201aOh nein. Geht immer noch nicht! Puh! Wie bl\u00f6d ist das denn!? \u2026 Oh, jetzt haust du mal drauf. Ja, es ist wirklich frustrierend. Darf ich auch mal draufhauen? (und somit verhindern, da\u00df es kaputt geht;-)!). Vielleicht hilft ja draufhauen?!\u2018 Wahrscheinlich aber nicht;-)! Wenn wir dramatisch und spielerisch genug sind, dann hat ein Kind wie Bruno vielleicht inzwischen schon Spa\u00df am gemeinsamen Quatsch machen gefunden. Und daran seine Umwelt gemeinsam mit seiner Mutter und mit Hilfe seiner H\u00e4nde zu erkunden, \u2013 auf ihm bisher unvertraute Weise. Man k\u00f6nnte das Glas vielleicht noch auf den Kopf stellen (\u201aOh, das klappert ja ganz sch\u00f6n! Aber der Deckel geht immer noch nicht auf.\u2018) oder hin und her rollen (\u201aAchtung! Jetzt kommt das Glas zu dir gerollt! Bumm. Und jetzt zu mir! Auf die Pl\u00e4tze \u2013 fertig \u2013 Los!\u2018), die Buchstaben sprechen lassen \u201aHey Bruno, ich bin das B! Ich will hier raus! Mach doch endlich mal auf!\u2018 \u2026 oder was einem sonst noch im Sinne von \u201aThema und Variationen\u2018 einf\u00e4llt, um das letztendliche Aufmachen herauszuz\u00f6gern. Vorrausgesetzt nat\u00fcrlich, es ist lustig und macht beiden Spielpartnern Spa\u00df! Kurz bevor das Kind seine Frustrationsgrenze erreicht und ausrastet, schaffen wir es nat\u00fcrlich doch, das Glas aufzumachen, und voller Erleichterung seine Buchstaben zu befreien! Denn es geht uns ja gerade NICHT darum, dem Kind beizubringen, wie man ein Glas aufmacht! Je l\u00e4nger das Glas zubleibt, desto l\u00e4nger haben wir ein gemeinsames Problem, und helfen so dem Kind, sozial zugewandt zu bleiben und seine Beziehungsf\u00e4higkeiten zu st\u00e4rken.<\/span><\/p>\n<p><strong style=\"font-size: 14px;\">Clues to keep the interaction flowing<\/strong><\/p>\n<ul>\n<li>\u00a0<span style=\"font-size: 14px;\">Coregulate attention and emotionality, i.e. follow the interest of the CHILD.<\/span><\/li>\n<li>Maintain emotional involvement, i.e., let the CHILD initiate.<\/li>\n<li>pay attention to mutual interaction, i.e. see that the CHILD does as much as possible, and the adult does as little as possible, and only as much as absolutely necessary.<\/li>\n<\/ul>\n<p><strong style=\"font-size: 14px;\">What is this nonsense!?<\/strong><\/p>\n<p><span style=\"font-size: 14px;\">So the reader may ask. Or the mother. But not Bruno's mother. She laughs and says 'Hmm. Is that how Floortime goes? Yes, Bruno does that kind of nonsense, too. But I always scolded him for it, because I thought I had to teach him to speak first and foremost, and that he should behave properly. I wonder if that's why he prefers to play with the letters on his own?' Making nonsense actually has an important function when it comes to luring a withdrawn or non-social child into joyful joint interaction. If the child is having fun, then all we have to do is stop ... and wait expectantly for him to signal us to continue. By creating a visible problem in a playfully obstructive way (remember Bruno is very visual!) so that his letters are not directly accessible to him, we were able to create a perfect situation to work with the child on FEDLs 1-4 and encourage and consolidate joint attention, interest in the environment, social relatedness and spontaneous initiation on the part of the child, and even his problem solving skills. What we practice here with the child in a playful way, without the child perceiving it as 'practicing', is a prolonged back and forth of communication circles, including eye contact and gestural non-verbal interaction and increasing frustration tolerance. For this purpose, joint nonsense-making is excellent!<\/span><\/p>\n<p>\u00a0<span style=\"font-size: 16px;\">'If you and your child are having fun together, then you are doing something right! Fun is the \"magic formula\" for success with this method. When children experience positive interactions with their parents or caregivers over and over again, they will want more of it! And already the child will prefer to play with you rather than alone with his or her favorite toy.' (Dr. Rick Solomon)<\/span><\/p>\n<p>\u00a0<span style=\"font-size: 16px;\">Yes, I understand. It's not about teaching him to open a glass, it's about getting him out of his closed-off isolation and into a joyful togetherness,' says Bruno's mother. 'I can then do the same thing with getting dressed, or with other things.'  Yes, for example, put the pants on the head or the stockings on the hands! And try to drag out such everyday interactions as long as possible, so that the child remains as long as possible sozal to and in a joyful emotional contact. Of course, you need enough time and leisure for this. So, not in the morning before kindergarten when everyone is under stress. Unless you get up half an hour earlier and add another half hour of quality interaction play to your morning routine. Because, 'it's all in the dose!' (Dr. Rick Solomon), i.e. the more, the better! After all, we are trying to strengthen something like a weak 'interaction muscle'! Such a thing does not happen automatically and without making an effort and trying for it.<\/span><\/p>\n<p>\u00a0W<span style=\"font-size: 16px;\">f we creatively combine Bruno's interest in letters with our interest in joint interaction, then we can succeed in a rather long back and forth of communication circles with each other, in which the child, regulated and with interest in the world, tries to solve his letter problem in relationship with another person, i.e. socially oriented.  The common problem is our vehicle and keeps us together, which enables the child to stay longer and longer in emotional contact with another person on his own initiative. Because problems are our friends! As soon as he has the letters, Bruno is probably alone in his world again. And so is the mother.\u00a0<\/span><\/p>\n<p><span style=\"font-size: 16px;\">Auszug aus der erweiterten 4. Auflage von Sibylle Janert's Buch: Autistischen Kindern Br\u00fccken bauen. Vierte erweiterte Auflage, Reinhard Verlag 2020\u00a0<\/span><a href=\"https:\/\/www.reinhardt-verlag.de\/55111_janert_autismus_beziehungungsorientiert_behandeln\/\" title=\"Treating autism in a relationship-oriented way\" style=\"font-size: 16px;\">\u00a0Order here<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><!-- \/divi:paragraph --><\/p>\n<\/div><\/div><\/div><\/div><\/div><span class=\"et_bloom_bottom_trigger\"><\/span>","protected":false},"excerpt":{"rendered":"","protected":false},"author":3,"featured_media":6085,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4,1,69,65,70,68,8,6,67],"tags":[],"class_list":["post-3621","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-autistisch-ahnlich-autismus-ass","category-autistischen-kindern-bruecken-bauen","category-co-regulation","category-floortime-dirfloortime","category-entwicklung","category-lernen-lernschwierigkeiten","category-tips-spielideen","category-sprache-sprechen-sprachentwicklung","category-verhalten"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Gemeinsames Problemel\u00f6sen: Jede Interaktion - eine gute Interaktion! 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