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\n “name”: “\u00c0 quelle fr\u00e9quence faut-il proposer ces activit\u00e9s ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “La r\u00e9gularit\u00e9 compte bien plus que la quantit\u00e9. Mieux vaut deux ou trois moments courts chaque jour, toujours aux m\u00eames cr\u00e9neaux, qu’une longue s\u00e9ance occasionnelle. Les outils de pr\u00e9vention \u2014 thermom\u00e8tre des \u00e9motions, minuteur visuel, cartes de demande \u2014 s’utilisent en continu, d\u00e8s qu’une situation s’y pr\u00eate. Les activit\u00e9s de jeu et de lien s’installent une fois par jour. Le plus important est de tenir dans la dur\u00e9e : une routine modeste maintenue plusieurs semaines produit davantage qu’un programme ambitieux abandonn\u00e9 au bout de quelques jours.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “Combien de temps doit durer chaque activit\u00e9 ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “De quelques minutes \u00e0 un quart d’heure, selon l’\u00e2ge et l’attention de l’enfant. On arr\u00eate toujours avant la fatigue et avant la lassitude, sur une r\u00e9ussite, jamais sur un \u00e9chec ou une crise. Un tout-petit tiendra deux ou trois minutes ; un enfant plus grand, dix \u00e0 quinze. Le bon rep\u00e8re est simple : si l’enfant d\u00e9croche, se tend ou s’agite, la s\u00e9ance a assez dur\u00e9. Terminer sur un moment agr\u00e9able donne envie de recommencer le lendemain, ce qui vaut mieux que d’insister.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “Que faire quand l’enfant refuse tout ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “Le refus est souvent un message, pas une provocation. Trois pistes aident plus que l’insistance : baisser fortement l’exigence pour retrouver de la r\u00e9ussite, remplacer la consigne par un choix cadr\u00e9 avec la roue des choix, et transformer l’activit\u00e9 en jeu ou en chanson. On ne n\u00e9gocie pas le principe, mais on peut n\u00e9gocier la forme et la dur\u00e9e : \u00ab on fait juste \u00e7a, puis on s’arr\u00eate \u00bb. Si le refus est massif, permanent et associ\u00e9 \u00e0 d’autres signes, parlez-en au professionnel qui suit l’enfant.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “Faut-il du mat\u00e9riel sp\u00e9cial ou co\u00fbteux ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “Non. La quasi-totalit\u00e9 des activit\u00e9s de cette page se met en place avec des objets du quotidien : coussins, images plastifi\u00e9es, sablier, jeux simples. Les supports DYNSEO \u2014 thermom\u00e8tre des \u00e9motions, roue des choix, tableau de routines illustr\u00e9es, fiche de communication adapt\u00e9e \u2014 sont t\u00e9l\u00e9chargeables et imprimables gratuitement depuis le catalogue des outils. Un minuteur visuel et quelques pictogrammes suffisent \u00e0 d\u00e9marrer. L’essentiel n’est pas le mat\u00e9riel, mais la r\u00e9gularit\u00e9 et la coh\u00e9rence des adultes autour de l’enfant.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “\u00c0 partir de quel \u00e2ge commencer, et jusqu’\u00e0 quand ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “Il n’y a pas d’\u00e2ge minimum : d\u00e8s le plus jeune \u00e2ge, les rituels, les images et les routines rassurent. On adapte simplement la longueur et le guidage. Chez un enfant plus grand, ces outils gardent tout leur int\u00e9r\u00eat, avec des choix plus larges et davantage d’autonomie. Le rep\u00e8re n’est pas l’\u00e2ge sur le calendrier, mais ce que l’enfant r\u00e9ussit avec plaisir. Pour ajuster finement ce qui convient \u00e0 son d\u00e9veloppement, appuyez-vous sur le psychomotricien, l’\u00e9ducateur ou l’orthophoniste qui le suit.”
\n }
\n }
\n ]
\n }
\n ]
\n}<\/p>\n

<\/p>\n
\n
\n Familles & aidants \u00b7 Trisomie 21<\/span><\/p>\n

Gestion des comportements difficiles d\u2019un enfant atteint de trisomie 21 : activit\u00e9s, supports et am\u00e9nagements concrets \u00e0 mettre en place<\/h1>\nQuand un enfant porteur de trisomie 21 crie, se jette au sol, refuse de bouger ou frappe, on cherche rarement une th\u00e9orie : on cherche quoi faire, maintenant, ce soir. Cette page est une bo\u00eete \u00e0 outils d\u00e9di\u00e9e \u00e0 la gestion des comportements difficiles<\/strong> d’un enfant trisomique, avec des activit\u00e9s<\/strong> et des outils<\/strong> applicables d\u00e8s demain matin. Pas de grands discours : des supports concrets, des routines, des am\u00e9nagements, et les mots exacts \u00e0 dire.<\/pee>\n