GBU RH "Sayanogorsk Rehabilitation Center for Children"

"Game exercises as a way to correct communication skills in preschool children with ASD"

For listeners of the GMO "Special Children"

Prepared by:

Social teacher

Sayanogorsk 2016-2017

Game exercises as a way to correct communication skills in preschool children with ASD.

Early childhood autism (RAA) is a special developmental disorder. Its most striking manifestation is a violation of the development of social interaction, communication with other people.

RDA manifests itself in different forms, at different levels of intellectual and speech development, so a child with autism can be found both in a special and in an ordinary kindergarten, in an auxiliary school and in a prestigious lyceum. And everywhere such children experience great difficulties in interacting with other people, in communication and social adaptation require special support.

One of the methods of correction is game exercises, they develop their moral qualities, intellectual abilities, perception, increase the level of physical development, and also correct communication skills.

2 slide. Through play, the personality of the child is improved:

The motivational-required sphere develops (a hierarchy of motives arises, where social motives become more important for the child than personal ones); Cognitive and emotional egocentrism is overcome (the child, taking the role of a character, takes into account the peculiarities of his behavior, his position. The child needs to coordinate his actions with the actions of the character - a partner in the game. This helps to navigate between people, contributes to the development of self-awareness and self-esteem in a preschooler) ; The arbitrariness of behavior develops (when playing a role, the child seeks to bring it closer to the standard. This helps the child to comprehend and take into account the norms and rules of behavior); Mental actions develop (the abilities and creative possibilities of the child develop).

3 slide. Game exercises should be aimed at:

development of the emotional sphere; development of speech skills; development of group work skills.

The purpose of game exercises: the development and correction of communication skills in children with early childhood autism syndrome.

Corrective work has two main areas:

1. Establishing contact with an autistic child.

2. Formation of purposeful activity.

4 slide. At the first stage, it is necessary to provide the child with the opportunity to independently study rooms. Remove all bright, large, sounding toys and objects. As far as possible, soundproof the room. Strictly dose contacts with the child, because satiety can set in - when even a pleasant situation becomes uncomfortable for the child and can destroy what has already been achieved. Communication with the child should be in a low voice, in some cases, especially if the child is excited, even in a whisper. It is necessary to avoid a direct look at the child, sudden movements. Do not ask your child direct questions. Do not insist on the duration of the task in case of refusal. Such children cannot focus on anything for a long time and are often distracted, so it is important to conduct classes in silence, divide tasks into small segments.

5 slide. In the second stage, the child needs the constant support of an adult, his motivation and encouragement in order to move on to a more active and complex relationship. It is necessary to involve the child in joint activities, such as playing with a toy, which will enrich his emotional and intellectual experience.

In the process of work, stimuli are gradually revealed in the behavior of an autistic child, which must be relied upon in the course. For example, if your child enjoys tearing and crumpling paper, you can try reorienting him to the tearing method. It is also necessary to introduce finger games, relaxation exercises, sand and music therapy, games with water, plasticine or clay into classes. It is necessary to note an important point: each game or exercise must be carried out several times to consolidate the result, to bring any action, movement to automatism. It is important to understand here that the child is not trained, but trained - they teach skills by repeating them many times.

The result of the work is that children eventually begin to repeat movements after you, perform actions, hear the speech addressed to them. Of course, such results are not achieved immediately, but gradually, together with other specialists who have been working with the child for a long time: psychologists, rehabilitation specialists,. For example, in the first lessons, Lisa did not show interest in communicating with either adults or children, and did not respond to the addressed speech. At present, contact has been established with the child, there is a positive dynamics of development: she reacts to the speech of an adult (turns around or comes up when she is called); acts on the instructions and with the help of an adult; there is a stability of attention; there was an interest in playing with a doll; to participate in group classes (finger gymnastics,).

Of course, the interest of parents plays a big role in working with such children. Therefore, if parents show interest in how and what their children are taught, they take an active part in individual and group lessons.

6-7 slide. One of the group lessons is the “circle” game lesson - an effective technology for developing communication skills

The CIRCLE lesson is a rhythmically organized, short-term lesson, emotionally and sensory filled with games, aimed at stimulating the active participation of the child in the general game, at developing his communication capabilities, emotional sphere and self-regulation capabilities.

The purpose of the "CIRCLE" lesson is to give each child the opportunity to gain experience of interacting with other children, to master different forms of such interaction and, thus, to feel part of the team.

The structure and content of the CIRCLE lesson:

Greeting - helps children pay attention to each other, experience the joy of meeting friends. sensory games - create a favorable emotional background in the group, stimulate the activity of the child, expand his sensory experience. rhythmic games - their goal is emotional charging and emotional unity. Rhythm plays an important role in regulating a child's behavior. games by the rules - aimed at developing children's voluntary attention and voluntary activity, the ability to enter the game on time and observe the conditions of the game; the end of the CIRCLE - should be marked with a common poem or song.

8-9 slide. Of great interest are such games that adults also play with pleasure. Mozartika is such a game. Mozartika is popular with children because it is simple and easy to use. It evokes a pleasant impression and a feeling of childhood, a fairy tale, relieves tension, a negative emotional state, there is a desire to talk about a fictional plot, about yourself. And also each of the mosaic games has its own special language, special inspiration, its own unique figurative range.

Benefits of gaming interaction based on Mozartika:
- There are no winners and losers, correctly or incorrectly laid out compositions in the game;

Adult and child in the game are equally successful;
- a child and an adult open their inner world for each other, which makes them easier;

Since this rehabilitation technology is a powerful communication tool, during the game, withdrawal into oneself, into one's problems is gradually replaced by the process of constructive communication.

A child playing Mozartika games plays freely and spontaneously, he lays out with figures what he wants and how he wants - there are no rules in Mozartika games. Mozartika is implemented at a very early stage of creating a game - when building its imagery, the range and direction of associations that a child may have are taken into account.

10 slide. Dear Colleagues, Your attention is given to:

Methodological guide "Adaptation of the child in the group and the development of communication in the game lesson" Circle ",

"Mozartika" set of 6 games,

"Games for the formation of speech and communication skills in preschoolers with autism",

summary of an individual lesson with an autistic child 5 years old

Lesson notes for children with ASD 5 years

Game exercises aimed at the correction and development of communication skills in children of primary school age with autism.

Literature

1. Ikhsanova of diagnostic and correctional work with autistic preschoolers. - St. Petersburg: "CHILDHOOD-PRESS", 2011

2. Kagan in children. - L .: Medicine, 1981

3. Krupenchuk games for children 4-7 years old. - St. Petersburg: Litera, 2008.

4. thunder therapy. - St. Petersburg: Speech, 2003

5. Liebling child. Help paths. – M.: Terevinf, 2005

6. playing with an autistic child. – M.: Terevinf, 2004

Primary general education

Preschool education

Development of communication skills in children with autism

ICU psychologist and coach Larisa Novitskaya talks about the approach to teaching children with autism spectrum disorder and gives advice on their emotional and social development. All the proposed recommendations help to effectively and correctly organize the processes of learning and overcoming communication disorders in autistic children.

Features of teaching autistic children are associated with a mental disorder. It is characterized by a break in the connection between the inner world of a person and the outside world, as a result of which difficulties arise in interaction and communication with people. If there is a child with an autism spectrum disorder in the class, the teacher needs to constantly conduct individual work on his psycho-emotional and social development, cooperate with parents and tutors. In addition, showing an example of sensitivity and correctness, it is necessary to carry out explanatory work with the class.

“A child with ASD should acquire not only knowledge but also social skills at school.”

Larisa Novitskaya psychologist, ICU coach

When teaching children with autism, it is necessary to take into account the peculiarities of their perception:

• Detachment from the outside world, inability to form social contacts, strong attachment to parents.


• Violation of social adaptation, avoidance of contact with strangers.


• Delay or regression of speech development, speech disorders, lack of personal pronouns in speech.


• Motility disorder.


• Fear of bright external stimuli.


• Avoidance of visual and tactile contact, preference for lateral vision.


• Low learning ability, lack of interest in what is happening around.


• Lack of ability to imitate and adherence to stereotyped activities.


• Unpredictable reactions to events.


• Tendency to aggression and self-aggression.

Basic requirements for teaching children with autism spectrum disorder

Children with ASD, depending on the level of intelligence and the choice of their parents, are educated inclusively, in correctional classes and schools, at home and must have an individual curriculum with a clear daily routine. With full inclusion, the teacher additionally conducts correctional and developmental classes in one of the systems: ABA, TEACSN, ​​sensory integration, and others.

Read also:

Let's get acquainted in more detail with the neuropsychological method of O.S. Nikolskaya and E.R. Baenskaya. The purpose of the method is to redesign disturbed brain systems and create compensatory means. This is done by relying on stored links. As a result, the child begins self-learn and build their own behavior. The method follows an integrative-modular approach: working out increasingly complex subject-manipulative tasks with speech accompaniment, changing role behavior and integrating them into a single whole.

Reception "Development of generalization of qualities"

The goal is to develop associative thinking.

1. The teacher lays out sticks of different lengths in front of the child.


2. Asks the child to choose long sticks from the general pile.


3. Offers to arrange all the sticks into two piles, depending on their length.


4. Asks the child to take a certain number of sticks and accompany the action by counting aloud.


5. He asks the child to choose the right number of sticks according to a certain sign of length and lay them out on the numbers written in advance on the paper.

The result of the reception is the development of the association of signs of length, quantity and symbol.

Methods of formation of communication skills have the following directions:

1. Formation of basic communicative functions.


2. Formation of socio-emotional skills.


3. Formation of dialogue skills.

Technique options for each of them:

Determining the ownership of one's own things and the use of personal pronouns

The goal is to form the ability to determine the belonging of their things and use their own pronouns.

1. The teacher lays out in front of the child a few of his personal belongings and a backpack. Then he asks to put things in a backpack.


2. Hands each item to the child in turn.


3. When a child takes a thing, the teacher speaks on his behalf: “My T-shirt”, “My socks”. Then he asks the child to repeat the phrase, and only after the child repeats it, the teacher gives him a thing.


4. The teacher asks the child to continue the phrase himself.
   Teacher: My...
   Child:…notebook.


5. The teacher asks the child to answer whose item it is.
   Teacher: Whose machine?
   Child: My machine.

If the child finds it difficult to answer, the teacher prompts him: "My machine." As a result, the child becomes aware of his things and uses personal pronouns.

Ability to Express Joy

The goal is to develop the ability to express joy and communicate it.

1. The teacher takes the subject, the game with which pleases the child. For example, it can be a toy helicopter, and, standing at a distance of about three steps from the child, launches the helicopter.
2. Smiling, the teacher shouts "Hurrah!" and claps his hands.
3. When the helicopter lands, the teacher continues to express joy and asks the child to repeat his actions.
4. Looking at the child, the teacher says: "Fun!", "Great!" and asks the child to repeat the words.
5. The teacher repeats the situation, pronouncing the phrases: “I have fun!”. "I am pleased to!" and asks the child to say these phrases.
6. In front of the mirror, he imitates emotions with the child using facial expressions and gestures and comments on them: “I have fun!”.

As a result, the child begins to adequately express emotions and report them.

Formation of the dialogue skill "Rules of Conversation"

The goal is to form the ability to follow the rules of social behavior during a conversation.

1. The teacher makes a list of "Conversation Rules":

• I call by name the person I am talking to.


• I turn to face the person I'm talking to.


• I look at the person I'm talking to.


• I stand next to the person I'm talking to.


• I listen to what they tell me.

Puts the list on the table in front of the child and reads it out.

If the child is reading, then the teacher asks the child to read, if not, he asks him to repeat after him.

The teacher memorizes the rules with the child and repeats them periodically.

As a result, the child adapts to independently conduct a dialogue.

1

An important place in special defectological education is occupied by the problem of socialization and individualization of children with autism spectrum disorders. One of the leading disorders that prevents the success of this process in children with autism spectrum disorder is a violation of communication skills, which are considered as automated communicative components of activity, the formation of which is facilitated by examples of a child's communication with an adult and peers. Based on the analysis of the work of domestic and foreign researchers, the article substantiates the relevance and necessity of studying the problem of developing communication skills in children with autism spectrum disorders. To determine the level of development of communication skills in preschool children with autism spectrum disorders, the author used the method of questioning parents, the method of observing children in free activity, the diagnostic task "pair conditioning", and also focused on the criteria and indicators of the development of the main functional classes of verbal behavior (according to B. F. Skinner). Quantitative and qualitative results of assessing the development of functional classes of verbal behavior in preschool children with autism spectrum disorders made it possible to identify the general level of development of communication skills in this category of children, as well as to identify the content and main directions of correctional and pedagogical work with this category of children.

communication skills

preschoolers

autism spectrum disorder

socialization

1. Reber M. Autism Spectrum Disorders. Scientific approaches to therapy / Per. from English. / M. Reber. – M.: Ed. house BINOM, 2017. - 424 p.

2. Wing L. Autism spectrum disorders in the DSM-V: better or worse than the DSM-IV? / L. Wing, J. Gould, C. Gillberg. Res. dev. Disabil, 2011. - P. 768-773.

3. Khaustov A.V. Study of communication skills in children with early childhood autism syndrome /A.V. Khaustov // Defectology. - 2004. - No. 4. - P. 69–74.

4. Parygin B.D. Anatomy of communication / B.D. Parygin. - St. Petersburg: Mikhailov's Publishing House, 1999. - 301 p.

5. Rogers S., Denver Model of Early Intervention for Children with Autism / S. Rogers, J. Dawson, L.A. Wismar. – M.: Rama Publishing, 2016. – 520 p.

6. Barbera M. Childhood autism and verbal-behavioral approach / M. Barbera, R. Gracie. – M.: Publishing House Rama Publishing, 2017. – 304 p.

7. Khaustov A.V. Development of speech communication in children with autistic disorders / A.V. Khaustov // Children's autism: research and practice. - M.: ROO "Education and Health", 2008. - S. 208-235.

8. Valieva N.M. Analysis of the level of development of communication skills in preschool children with autism spectrum disorders / N.M. Valieva // Science and education: Preserving the past, we create the future: collection of articles of the XIV International Scientific and Practical Conference in 3 parts. 2018. - Penza: ICNS "Science and Education", 2018. - P. 168–171.

9. Sandberg M. Language and Social Interaction Assessment Program for Children with Autism and Other Developmental Disabilities. Management / M. Sandberg; per. from English. S. Dolenko. – M.: MEDIAL, 2013. – 108 p.

10. Ernest A. Vargas, B.F. Verbal Behavior. Skinner: Introduction (translated from English) / A. Ernest Vargas // Bulletin of the Novosibirsk State University. Series Psychology. - Novosibirsk: Publishing House of the Novosibirsk National Research State University, 2010. - P. 56–78.

The prevalence of disorders across the entire autism spectrum appears to be the highest, with a recent estimate of 1% of the population, which means that autism spectrum disorders as a whole are second only to mental retardation.

Autism Spectrum Disorders (ASDs) constitute a group of behavioral syndromes characterized by delayed, limited or otherwise impaired psychological development in three key areas of behavior: social relationships; verbal and non-verbal communications; types of interests and activities expressed in obsessive, repetitive or stereotypical forms of behavior.

According to domestic and foreign scientists (E.R. Baenskaya, F. Volkmar, N.G. Manelis, O.S. Nikolskaya, L. Kanner, R.L. Koegel, etc.), one of the leading disorders that hinders the success of the socialization process -individualization of children with ASD, favors a low level of development of communication skills.

The problem of developing communication skills in preschool children is the object of research by A.A. Bodaleva, M.I. Lisina, L.Ya. Lozovan, T.A. Repina, E.G. Savina, E.O. Smirnova and others. Speaking of communication skills, researchers mean automated communicative components of activity, the formation of which is facilitated by examples of a child's communication with adults and peers.

The development of communication skills in children of early and preschool age follows three main directions.

1. Formation of basic communicative functions, namely the ability to: express a request using verbal and non-verbal means of communication; respond to the name; refuse or respond to greetings, questions or comments; comment and name the objects of the surrounding reality; to attract the attention of another person and use interrogative statements.

2. Formation of socio-emotional skills: the ability to adequately express emotions and communicate their feelings; show courtesy, share something, express feelings of affection, help others.

3. Formation of dialogue skills: the ability to start and end a dialogue, maintain it, as well as eye contact with the interlocutor; keep a distance from the speaker; wait for the listener's confirmation before continuing the message.

A child masters a certain repertoire of communication skills by the age of 6-7 years.

In the works of P. Alberto, M.L. Barbera, E.R. Baenskaya, K.S. Lebedinskaya, O.S. Nikolskaya, E. Trautman note a number of features in the development of communication skills in children with ASD: impaired visual contact, difficulties in socialization and communication (communication), stereotypes in behavior.

A. Eriksson, P. Dechateau, based on the analysis of video recordings of the behavior of autistic children, revealed a number of specific symptoms of communicative behavior that begin to manifest themselves in the second year of life and are represented by impaired concentration, response, communication or its complete absence, emotional stability.

S. Baron-Cohen, J. Allen, C. Gillberg, analyzing the results of the CHAT questionnaire, proved that children with ASD at the age of 18 months have a lack of formation of non-verbal means of communication, voluntary attention, and the need for social interaction.

The speech of children with ASD is non-communicative, it is difficult to initiate communication, the ability to adequately express requests and attract the attention of the interlocutor is not formed. Verbal behavior specialists also highlight the difficulty children with ASD have in mastering all the verbal operants or functional units of verbal behavior.

Purpose of the study

To identify the level and features of the development of communication skills in preschoolers with ASD.

Materials and methods of research

Theoretical methods: analysis of scientific literature. Empirical methods: questioning, observation, testing "Pair conditioning".

1. Questioning of parents (legal representatives) of the child. Parents were offered a questionnaire developed by the curator of the SAVA Center for Early Intervention (Belgorod) N. Valieva.

2. Free observation of the child in the process of his independent activity for 30 minutes.

3. Diagnostic task "Pair conditioning". The task was offered to each child individually, the execution time was 20 minutes. Options for motivational rewards: launch a luminous toy, blow soap bubbles, play with water, a sensory box, a phone with melodies from cartoon films.

In a pilot study, which was conducted from January to May 2018 on the basis of the Municipal Budgetary Preschool Educational Institution, a combined type kindergarten No. 15 in Belgorod, a municipal budgetary preschool educational institution, a compensatory type kindergarten No. 12 in Belgorod, the Regional State Budgetary Healthcare Institution " Sanatorium for Children “Nadezhda” (Stary Oskol, Belgorod Region), 20 children aged 3 to 6 years with a diagnosis of Autism Spectrum Disorder took part.

In order to identify the level and features of the development of communication skills in preschool children with ASD, we took into account the criteria and indicators for the development of the main functional classes of verbal behavior, which were identified by R.M. Sandberg.

The theoretical basis for milestones in the development of verbal behavior was the study of B.F. Skinner. B.F. Skinner singled out (in relation to preschool children) 6 functional classes of verbal behavior (skills): request (mand); name of objects, actions, events (tact); repetition of what was heard (onomatopoeia); answering questions or cues to keep the conversation going when words are controlled by other words (intraverbal behavior); copying someone's motor movements (imitation); following instructions or acting on other people's requests (listener behavior).

Each indicator was evaluated on a four-point scale: 3 points - high severity of the indicator; 2 points - the average severity of the indicator; 1 point - weak expression of the indicator; 0 points - no skill.

When assessing the level of development of communication skills in preschool children with ASD, we focused on the selected level indicators: high level - 70-90 points, average level - 37-69 points, low level - 11-36 points, critical level - 0-10 points.

Research results and discussion

The results of assessing the skill of request (mand) showed that 3 children (15%) had a high level of development of the skill. Children, expressing a request, demonstrated a sufficient level of formation of the lexical and grammatical structure of speech, gave instructions to both adults and peers. In 4 children (20%), an average level of development of the skill was revealed. When making a request, the children used two words represented by a noun and a verb; asked questions, but did not always show interest in getting an answer from the interlocutor. 5 children (25%) demonstrated a low level of formation of the request skill. Children, using one word, asked for motivational stimuli that were meaningful to them. The critical level of development of the skill of request was found in 8 children (40%). 3 children do not have this skill, 2 children asked by the hand of an adult, 3 children were replaced by undesirable behavior.

The results of the assessment of the naming skill (tact) allowed us to note that the children had the skill of verbal request in one word, as well as the skill of repetition, but most of the children - 11 (55%) - did not generalize them in the naming skill. For example, children could ask for verbal motivational stimuli (ask for bubbles when they wanted the teacher to blow bubbles), they could repeat after the teacher (“Say “bubbles”” - the child said “bubbles”), but when presented with a card with a picture of bubbles or when presented with the stimulus itself did not answer the question, "What is it?" In 7 children (35%), a high level of development of the naming skill was revealed. Children designated objects and actions, including their characteristics, details and functions, using a two-component model. In 2 children (10%), an average and low level of skill development was revealed, i.e. children named either objects or actions.

An analysis of the skill of repeating sounds, syllables, words (onomatopoeia) showed that in 7 children (35%) the skill was fully formed: they repeated words and phrases (of 3-5 words) after the experimenter. In 4 children (20%) the repetition skill was also developed, but there were gross violations of articulatory motility and phonemic hearing. The speech of 2 children (10%) presented with persistent echolalia. 7 children (35%) have no skill.

The study of intraverbal skills allowed us to note that 4 children (20%) have a high level of their formation. Children answered simple questions and questions about the plot picture. None of the children examined by us could answer the questions on the read text, retell it. 3 children (15%) showed a low level of these skills: they answered only template questions. In 13 children (65%) the skill of answering questions is not developed.

Assessment of social behavior and play (imitation) allowed us to note that in 4 children (20%) the skill of social interaction with both adults and peers is formed. They demonstrated the skill of cooperation in joint activities, the presence of a response to the requests of peers and the ability to spontaneously make a request to a peer. 1 child (5%) has an average level of development of social interaction skills: eye contact is formed in interaction with adults and peers, the child follows peers in joint activities, repeats their motor actions, turns to peers with a simple request and reacts to their instructions. In 15 children (75%), a critical level of development of the skill of social interaction was revealed. The children had no or brief eye contact with adults and peers; could not ask a peer and interact with him.

The results of assessing the skill of understanding addressed speech (listener behavior) showed that 6 children (30%) have a fully formed skill. Children understood instructions in/out of context, distinguished objects and pictures, verbs, adjectives, prepositions in speech; understood and followed multicomponent (3-4-step) specific motor instructions. In 1 child (5%), an average level of development of the skill of understanding addressed speech was revealed. The child found it difficult to follow multicomponent instructions, perceived the second half of the instructions. 3 children (15%) demonstrated a low level of development of the skill of understanding addressed speech. The children followed the instructions in context, distinguished up to 20 stimuli on objects and cards. The critical level of skill development was revealed in 10 children (50%). These children reacted to the speaker's voice, 5 (25%) of them reacted to their own name; 2 children performed up to five contextual instructions; in the absence of context, this skill fell apart. Children did not distinguish between objects and pictures by ear.

The results of diagnostics for each of the functional classes of verbal behavior are presented in the table.

Level of Development of Functional Classes of Verbal Behavior in Preschool Children with Autism Spectrum Disorders

	Function classes	Levels (%)
					Critical
	Request skill (mand)
	Naming skill (tact)
	The skill of repeating sounds, syllables, words (onomatopoeia)
	Intraverbal skill
	Social Behavior and Game Skill (imitation)
	Skill of understanding addressed speech (listener behavior)

Quantitative and qualitative results of assessing the development of functional classes of verbal behavior in preschoolers with ASD allowed us to identify the general level of development of communication skills in this category of preschoolers. A quantitative analysis of the level of development of communication skills in preschoolers with ASD is shown in the figure.

The level of development of communication skills in preschoolers with autism spectrum disorders

Thus, 20% of preschool children with ASD (78-85 points) have a high level of development of communication skills. Children use a large number of requests, requests for information; comment on their own actions and the actions of others; respond to the requests and statements of an adult. In response to questions that require an understanding of cause-and-effect relationships and temporal representations, children use phrasal speech. The level of development of social and play skills in children is at a high level.

15% of children with ASD (59-64 points) demonstrate an average level of development of communication skills. Children, using nouns and verbs, ask for strong motivational stimuli; ask questions, but show no interest in getting an answer from the interlocutor; addressed speech is understood, but difficult to understand complex instructions; in the process of interaction maintain eye contact, make a simple request to a peer and follow his instructions; answer biographical questions.

35% of preschool children with ASD (13-29 points) have a low level of development of communication skills. Children express requests in one word, ask for a narrow repertoire of motivational stimuli, which depend either on prompts from an adult or on the presence of a desired object; using one word (noun or verb), comment on surrounding events and name objects; do not answer questions; understanding of speech is situational; the level of formation of gaming and social skills is low.

The critical level of development of communication skills was found in 30% of preschoolers with ASD (3-10 points). Children do not use verbal and non-verbal means of communication, point to the desired object with the hand of an adult or replace the request with undesirable behavior; there is no skill for understanding addressed speech, gaming and social skills are not formed, there is also a low level of motivation and a narrow range of interests.

Thus, preschoolers with autism spectrum disorders have a low (35%) and critical (30%) level of development of communication skills.

The development and justification of a system of work on the development of communication skills in preschoolers with autism spectrum disorders, based on a verbal-behavioral approach, the effectiveness of which has been proven by studies of foreign and domestic scientists, in our opinion, will make it possible to transfer them to a higher and higher quality level.

Bibliographic link

Panasenko K.E. DEVELOPMENT OF COMMUNICATION SKILLS IN PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDERS // Modern problems of science and education. - 2018. - No. 4.;
URL: http://science-education.ru/ru/article/view?id=27949 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Every year, the number of children with autism spectrum disorders (ASD) is increasing worldwide. The high frequency of occurrence, combined with the diversity of the clinical picture, a large percentage of complicated forms of this disease, as well as the complexity of correctional and educational work, make the study of autism spectrum disorders not only a medical, but also a very serious social problem. Autism, considered as a deviation in the mental development of a person, is defined as a manifestation of disturbances in the process of interaction with the outside world and the formation of emotional contacts with other people.

In fact, all children with autism have specific features of speech development with a deficit in its communicative orientation. Communication disorders in autism vary greatly: from a complete lack of speech (mutism), to the ability to speak fluently, but have specific features of the pragmatic side of speech. Specific features of speech, as a rule, manifest themselves in the absence of a child's reaction to addressed speech (the child does not even respond to his own name); in the stereotypical use of speech; in using ordinary words in an unusual context; in the difficulties of understanding the meaning and use of concepts; in the inability to start and maintain a dialogue; in violations of prosodic; replacement of pronouns; delay or stop speech development; violations of non-verbal communication.

It is well known that in children with normal development, the dialogue precedes the monologue, and is socially significant for the child. In children with autism, this sequence is significantly distorted and very often there is no dialogue in the presence of monologue speech.

Communication disorders in children with autism are usually due to impaired social interaction. An autistic child is not able to regulate the attention of another person and track the direction of his attention: he cannot point to objects that attract his attention; the child has some difficulties with imitation and imitation of movements according to the model; Difficulty recognizing the emotional state of others.

Mastering skills in children with autism spectrum disorders is accompanied by a number of difficulties that are associated with communication disorders, as well as the organization of arbitrary behavior. Very often it is easier for a child to learn to do something himself, and not through imitation or following instructions. Quite specific for children with autism are the difficulties in mastering the action program: the difficulty of launching it independently, transitioning from one operation to another. The problem in learning is also the features of the sensory sphere: selectivity in clothes or food, a high level of disgust, increased sensitivity to tactile impact, various fears; inadequate reaction to failure, a tendency to refuse to perform actions at the slightest difficulty. An autistic child, even having mastered a skill, hardly transfers it to similar actions in reality.

There are various approaches to the development of communication skills in children with autism: behavioral therapy (operant approach); TEACCH approach; emotional-level approach, etc. However, at present in Russia there is an acute lack of practical developments aimed at social rehabilitation, which would allow children with autism to adapt and socialize in society.

In connection with the foregoing, the problem of specially organized psychological and pedagogical support for a child with ASD in a preschool educational institution is especially relevant.

The formation of speech and communication skills in the system of psychological and pedagogical correction of autism is of great importance. The game methods and techniques used in the classroom by teachers to form speech and communication skills in children are described below, summarized in the course of experience working with autistic children in a combined kindergarten.

As mentioned above, when working with autistic children, teachers mainly use three main, well-established approaches: an emotional-level approach; TEACCH-approach; behavioral approach.

Behavioral techniques are more logical to use with children of the 1st and 2nd groups, in whom autism is accompanied by mental retardation. With children of the 3rd and 4th groups, the use of an emotional-level approach is more justified.

It is known that when teaching autistic children to use speech forms of communication, it is impossible to rely on the general patterns of normal ontogenesis. The initial training of autistic children in basic communication skills is almost always based on the laws of operant learning (reinforcing children's desired actions). For the success of the work, it is important to create motivation for communication. First, for the desire to be in the office, the child receives a treat, a picture or praise, then the need for reinforcement begins to disappear. First, the child learns to enjoy the feeling of his own success, and then from the pleasure of the very process of communication during the game with a teacher or speech therapist.

We form the educational behavior of the child inseparably from the development of his emotional sphere. We try to start each lesson with a child with whom a trusting relationship has been formed with emotional infection. We involve the child in the learning process with the help of a special expression: “Oh, what a ball! You brought it to me! What a fine fellow you are, Vanya! We are surprised and delighted with the results of the child's activity. We rejoice with him, clap our hands, shout: “Hurrah!”

In the process of cooperation between a child and an adult, we create situations of success, which is an important condition for the personal development of a preschooler. The organization of a situation of success makes it possible to implement the principle of an optimistic approach in corrective work with a child with special needs. The principle of taking into account the emotional complexity of the material is also important. It is important to try to maintain a positive attitude and be able to pass it on to the child, to be able to concentrate on the achievements of the child and not notice his failures.

For the development of the communicative sphere, as well as communication skills, finger and speech motor games are well suited. The above games can be used for both speaking and speechless children. Sufficient emotional response causes choral pronunciation, singing "rhymes with fingers" in small subgroups (2-3 people) with children of the 3rd and 4th groups. Speechless children of the 2nd group in individual lessons learn to imitate movements with their hands and fingers to the pronunciation, singing poetry by the teacher. At the same time, tactile games can enhance emotional response and eye contact. So, for example, singing the rhyme “Little legs ran along the path”, the teacher first “runs” with his fingers along the child’s hand and back, and when the child becomes bolder, then his fingers begin to “run” along the teacher’s hand. Such games delight and amuse the child, which contributes to the development of interaction between the child and the teacher. Finger games performed with special emotional expression can become an impetus for disinhibiting the speech of non-speaking children.

Finger games, “poems with fingers” are recommended to be used in every lesson with children of the 3rd and 4th groups and in free activities. Games with fingers form the arbitrariness of behavior, normalize the switchability of the processes of excitation and - especially - inhibition, form speech and motor imitation, and contribute to the formation of a sense of collectivism. Games not only provide good finger training, which is necessary for autistic people with sluggish hands, but also contribute to the development of oculomotor coordination, which is important for them, form the ability to listen and understand the content of verses, catch their rhythm, and also develop children's expressive speech.

Another of the favorite activities of autistic people is construction - it is widely used to develop communication and communication skills. It is important to give a plot meaning to the games of a child with a designer: we teach children to build a house, a bus for children, a garage for a car, etc. In the process of games, the child is “forced” to interact with peers and teachers, if possible, address them by name, follow simple and complex instructions .

It is known that one of the important aspects in working with an autistic child is the formation of emotional contact with others. Of course, in the process of establishing contact, individual communication skills of children are formed by themselves, however, even attempts to establish emotional contact will be successful if the communication situation is comfortable for the child and in an accessible, fully understandable form, creates a situation of success and brings pleasant impressions to the child. It is very important that the child first experience comfortable communication, and only then, having achieved attachment, can gradually develop more complex forms of interaction.

This is facilitated by the use of games that help to establish emotional contact with others, for example: “Okay”, “Forty-white-sided”, “Birds have arrived!”, “Ku-ku”, “Sunny bunny”, etc. These games help children master simple game actions, learn how to interact with peers, develop attention, imagination, provide an opportunity to better understand and follow elementary instructions, help overcome negativism, reduce psycho-emotional stress.

1) clearly plan and gradually form the stereotype of the lesson (i.e., first the child learns to throw the ball, then - to hit the ball on the target, etc.);

2) each skill to beat and bind to the interests and passions of the child;

3) conduct a lesson so that all its elements are connected by a single plot and have a specific meaning;

4) use rewards as well-chosen positive reinforcement for a well-performed skill (“honestly earned” apple or cookie, points or points, “victory” over an imaginary opponent, whose role a toy can play, and just emotional encouragement).

In the course of conducting classes aimed at developing communication skills, it is recommended to first use well-known educational or game material, the place for classes and instructions should be familiar to the child. It is possible to complicate the material (instructions, skills) in the case when the child has mastered the skills in full, i.e. actions are carried out by the child independently. The recommended techniques for developing the interaction of an autistic child with adults and the features of the organization of classes (games) are relevant for children with any variant of autism.

Nevertheless, corrective purposeful work allows to achieve significant results, therefore, its necessity is undeniable.

These techniques may seem simple or even primitive, but when used thoughtfully and systematically, they prove to be effective in the formation of skills even in cases of severe developmental disorders.

Thus, the specific features of the speech, behavioral and emotional-volitional spheres in children with ASD can be represented as follows:

The speech development of children in this group is of a specific nature, the disorders are uneven, and in each individual case, various components of speech in the structure of speech activity are impaired, the formation of all forms of communication from preverbal to verbal communication is impaired. Expressive speech develops with a large lag, numerous violations of impressive speech.

An in-depth examination of children revealed numerous deviations in behavior (motor stereotypes, states of fear, pronounced communication disorders). The behavior of children is determined by random external influences, and not by the logic of interaction with another person.

Children of this group are characterized by specific disorders of the emotional sphere, manifested in the weakness of emotional reactions and shortcomings in the development of voluntary regulation (absence or instability of visual contact, unmotivated inadequate emotional reactions - affects, outbreaks of aggression and self-aggression).

In activity there is a tendency to stereotypical and limited types of interests.

As a result of systematic corrective work, we obtained the following results:

Violations of the speech, behavioral and emotional-volitional spheres of children with autism retain their specificity, even as a result of a long period of study. Despite the fact that there are dynamic changes in the development of each child, it can be argued that they are still distorted.

The dynamics of development is fragmentary and very slow. Children of groups 3-4 are more successful (according to the classification of O.S. Nikolskaya).

Thus, children with a distorted variant of dysontogenesis need a longer corrective action and it is impossible to predict the timing of the restoration of functions. Development is inconsistent and uneven. The degree of development and its qualitative characteristics will not correspond to normal indicators, since the features of the mental development of children with this pathology in development persist throughout their lives.

Nevertheless, corrective purposeful work allows achieving some results, therefore, its necessity is undeniable.

Many techniques may seem simple and even primitive, but when used thoughtfully and systematically, they prove to be effective in the formation of skills even in cases of severe developmental disorders.

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FORMATION OF COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDER

Introduction

4. Methods for correcting communication disorders in childhood

Conclusion

Bibliography

Introduction

The relevance of the problem and research topic at the social level is determined by the markedly increased number of children with distorted mental development in general and autism spectrum disorders in recent decades, in particular, in addition, there is a tendency to increase the frequency of this developmental disorder. At the same time, in the context of the humanization of society, these children, who were previously considered unteachable, are included in the education system and adapt more or less successfully to it. Accordingly, while ensuring state guarantees of accessibility and equal opportunities for obtaining a full-fledged education for each child, society as a whole and the education system, in particular, face the question of the mutual adaptation of the child to the requirements of society and society to the individual capabilities of the child.

The relevance of the problem and research topic at the scientific and theoretical level determines the wide interest of many scientists in this issue.

The study of human communication and his communicative abilities was carried out in various branches of psychology. At the theoretical level, structural components, their relationship with other aspects of personality were considered (G.M. Andreeva, A.A. Bodalev, G.S. Vasiliev, E.A. Golubeva, M.S. Kagan, A.A. Kidron, A. A. Leontiev, A. N. Leontiev and others). In pedagogical psychology, theoretical and practical research was carried out on the characteristics of communication between children of different ages (E.E. Dmitrieva, N.V. Klyueva, M.I. Lisina, A.G. Ruzskaya, etc.). The issue of studying communication is partially considered in special psychology (T.A. Vlasova, V.I. Lubovsky, U.V. Ul'enkova). There are a number of scientific works devoted to the development of communication and communication skills in children with speech, vision, hearing impairments, cerebral palsy, cognitive impairments (E.E. Dmitrieva, I.V. Kornilova, D.S. Kazarova, E.Yu. Medvedeva, T.A. Shalyugina and others). Only in one study was it possible to find a study of the development of communication skills in children with early childhood autism (A. V. Khaustov, 2005).

The relevance of the psychological and pedagogical problem and research topic: the basis of the child's adaptation to the requirements of society and the micro-team of an educational institution is communication and its basic components - communication skills. Almost all researchers of the ASD phenomenon (E.R. Baenskaya, M.M. Liebling, O.S. Nikolskaya, U. Frith, L. Wing, etc.) emphasize that one of the main disorders that impede successful development, adaptation and socialization a child with this type of dysontogenesis is insufficient development, and according to a number of data (E.S. Ivanov, V. Bettelheim and others), the lack of need and ability to communicate, manifested in the form of avoidance of contact, lagging behind or lack of colloquial speech, inability to start or maintain a conversation, lack of dialogue forms of interaction, misunderstanding of one's own and others' experiences, disharmony of cognitive development and other specific features.

Thus, the relevance of the development of communication skills in preschool children with ASD becomes most acute not only due to the need to include this category of children in the scope of preschool and then school education, but also due to the lack of scientifically based organizational and psychological conditions for this.

Research topic - The development of communication skills in children with autism spectrum disorder (ASD).

Purpose - To consider and study the specifics of the development of communication skills in children with ASD.

The object of the study is the communication skills of children with autism spectrum disorder.

The subject of the study is to determine the features of the development of communicative abilities in children with ASD.

· To study the problem of the formation of communication skills in preschool children with ASD in domestic and foreign specialized literature;

Determine the essence of the concept of communication disorders;

· To study the features of the psychological and pedagogical characteristics of children with ASD;

· Consider the specifics of methods for correcting communication disorders in childhood.

1. Analysis of studies of domestic and foreign scientists on the problem of lack of communication skills in children with ASD

The term "autistic" was first coined in 1908 by Bleuler, who used the word (from the Greek "autos" meaning "self") to describe the withdrawal from social life that occurs in adults with schizophrenia.

Currently, many approaches to the problem of RDA have been created, and in order to better understand these approaches, it is necessary to turn to the history of the problem of early childhood autism in foreign and domestic science. Bashina V.M. identifies 4 main stages in the formation of this problem. Astapov, V.M. Distorted mental development / V. M. Astapov // Astapov V.M. Introduction to defectology with the basics of neuro- and pathopsychology. - M., 1994. - S.114-119. .

1. The first, prenosological period of the late XIX-early XX centuries. characterized by separate references to children with a desire for care and loneliness.

2. The second is the pre-Kanner period, which falls on the 20-40s of the twentieth century, where the question of the possibility of detecting schizophrenia in children was discussed (Sukhareva, 1927).

3. The third (1943-1970) was marked by the publication of cardinal works on autism by L. Kanner (1943) and H. Asperger (1944).

In 1944, the Austrian therapist Hans Asperger published a dissertation on "autistic psychopathy" in children.

Autism spectrum disorder is a spectrum of psychological characteristics that describes a wide range of abnormal behaviors and difficulties in social interaction and communication, as well as a limited range of interests and often repetitive behaviors World Health Organization F84. Pervasive developmental disorders // (ICD-10). .

According to the modern classification of mental disorders DSM-V, the autism spectrum includes Autism spectrum disorder fact sheet. American Psychiatric Publishing (2013). :

Autism (Kanner syndrome).

Asperger Syndrome.

childhood disintegrative disorder

Rett syndrome

Autism (Kanner syndrome).

(Described by the American psychiatrist L. Kanner, 1894-1981; a synonym is early childhood autism) - behavioral changes in young children (from 1-2 years old), more common in boys. Changes include: indifference to the environment, loss of contact with parents; lack of adequate emotional reactions to laughter; stereotypical rhythmic movements (shaking of the head or the whole body) are not uncommon; avoidance of "eye contact" (the child never looks at the interlocutor), etc. This syndrome is considered as an early manifestation of schizophrenia. L. Kanner. Autistic disturbances of affective contact. The Nervous Child, New York, 1943; 2:217-250. The term "autism" was first coined by Leo Kanner in 1943. He gave the first detailed description of this disease, so the second name of childhood autism is Kanner's syndrome.

Asperger Syndrome.

The syndrome is named after the Austrian psychiatrist and pediatrician Hans Asperger, who in 1944 described children with a lack of non-verbal communication abilities, limited empathy for peers, and physical awkwardness. Asperger himself used the term "autistic psychopathy". Asperger H; tr. and abstract. Frith U "Autistic psychopathy" in childhood // Autism and Asperger syndrome / Frith U. - Cambridge University Press, 1991. - P. 37-92. -- ISBN 0-521-38608-X.

Aspergers syndrome is a type of mental disorder characterized by social withdrawal, loss of interest in other people, stilted and pedantic speech style, and the predominance of a highly specialized interest (for example, in schedules). Often considered a manifestation of a mild form of autism. Explanatory dictionary of medicine. 2013.

The term Asperger's Syndrome was proposed by the English psychiatrist Lorna Wing in a 1981 publication. The modern concept of the syndrome appeared in 1981 by Klin A, Pauls D, Schultz R, Volkmar F (2005). "Three diagnostic approaches to Asperger syndrome: Implications for research". J of Autism and Dev Dis 35(2): 221-34. and, after a period of popularization of Wing L The history of Asperger syndrome // Asperger syndrome or high-functioning autism?. -- New York: Plenum press, 1998. -- P. 11-25. , diagnostic standards were developed in the early 1990s.

The disease is characterized by the same type of qualitative impairment of mutual social interaction as in autism, and by a limited, stereotyped, repetitive repertoire of interest and activities. It differs from autism in that there is no general delay or delay in speech and cognitive development. Often associated with marked clumsiness. Violations have a pronounced tendency to persist into adolescence and adulthood. Episodes of a psychotic nature occur in early adulthood. International Classification of Diseases ICD-10. Electronic version. .

Childhood disintegrative disorder.

Occurs in children after the first two years of normal development. It is characterized by: a sharp loss of previously learned skills in areas such as speech, social skills, bowel or bladder control; sensory-motor coordination is also disturbed. As a result, deep and irreversible dementia develops. The nature of the disease has not been established, effective treatment methods for preventing the disease do not exist, and sow the day Encyclopedic Dictionary of Psychology and Pedagogy. 2013. Electronic version. .

The problem is distinguishing this disorder from autism, although this disease has a worse prognosis. Explanatory Dictionary of Psychology. 2013. Electronic version. .

Rett syndrome

Psycho-neurological hereditary disease, occurs almost exclusively in girls with a frequency of 1:10,000 - 1:15,000, is the cause of severe mental retardation in girls Jessie Russell "Rett Syndrome". "VSD" (2013) ISBN: 978-5-5094-9378-2.

Despite the widespread version that the syndrome was first described in 1966, it was discovered in 1954, and received worldwide recognition as a separate disease in 1983. eBook: Children with Rett Syndrome Compendium ISBN: 978-5-4212-0076-5

In 1954, Andreas Rett examined two girls who, in addition to the regression of mental development, noted special stereotypical movements in the form of “hands clasping” reminiscent of “washing hands”. In his notes, he found several similar cases, which prompted him to think about the uniqueness of the disease. After filming his patients, Dr. Rhett traveled all over Europe looking for children with similar symptoms. In 1966 in Austria he published his research in a couple of German journals, but it did not receive worldwide publicity, even after being published in English in 1977. Only in 1983, after the publication of the Swedish researcher Dr. Wen Hagberg and his colleagues Hagberg B., Aicordi J., Dias K., Ramos O. A progressive syndrome of autism, dementia, ataxia and loss of purposeful hand use in girls: Rett" s syndrome. Report of 35 cases // Ann. Neurol., 1983, No. 14, P. 471-479., the disease was separated into a separate nosological unit and named "Rett's syndrome" after its discoverer.

Nonspecific pervasive developmental disorder (or atypical autism).

Non-specific pervasive developmental disorder (atypical autism) is one of three autism spectrum disorders Johnson C.P.; Myers S.M. (November 1, 2007). "Identification and Evaluation of Children With Autism Spectrum Disorders". Pediatrics 120(5): 1183-1215. DOI:10.1542/peds.2007-2361. PMID 17967920 and five pervasive developmental disorders. Non-specific pervasive developmental disorder is a profound impairment of social interaction or verbal and non-verbal communication, or is diagnosed when restricted behaviors, interests, and activities do not meet the criteria for specific pervasive and other disorders. Often, non-specific pervasive developmental disorder is called atypical autism because it does not meet the criteria for an autistic disorder—for example, it appears later, differently, or is less pronounced, or all three criteria are met together. Often, nonspecific pervasive developmental disorder is considered easier than classic autism, which is not very correct. Some characteristics are easier, and some, on the contrary, are harder.

A type of pervasive developmental disorder that differs from childhood autism (F84.0x) either in age of onset or in the absence of at least one of the three diagnostic criteria. So, one or another sign of abnormal or disturbed development first appears only after the age of 3 years; or there is a lack of sufficiently distinct abnormalities in one/two of the three psychopathological domains required for a diagnosis of autism (namely, impairments in social interaction, communication, and restricted, stereotyped, repetitive behavior) in spite of characteristic abnormalities in the other domain(s). Atypical autism most commonly occurs in children with severe mental retardation, in whom very low levels of functioning provide little scope for the specific deviant behavior required for a diagnosis of autism; it also occurs in individuals with severe specific developmental disorder of receptive language. Atypical autism is thus a condition significantly different from autism. The ICD-10 Classification of Mental Disorders. Clinical descriptions and diagnostic instructions. Research diagnostic criteria. "F84.1" Atypical autism.

The problem of insufficient communication skills in children with autism spectrum disorder.

Communication skills are derived from the structure of general abilities. They are considered in general psychology, developmental psychology, educational psychology, engineering psychology, labor psychologists and psycholinguistics. The research works of B. M. Teplov reflect the general structure and concept of abilities, which then formed the basis of I.R. Altunina, A.A. Bodaleva, G.S. Vasilyeva, E.A. Golubeva, V.A. Koltsova, A.A. Kidron, K.K. Platonova and others. These studies provide definitions of the concept, its functional structure and research methods. The analysis of literary sources devoted to the problem of communicative abilities shows the fragmentation and diversity of research in this area.

Communicative abilities are a stable set of individual psychological characteristics of a person, existing on the basis of communicative inclinations and determining the success of mastering communicative activity. The structure of communication skills includes basic and additional components. Main components: gnostic, expressive and interactional abilities; additional - sociability, empathy, socio-psychological adaptation and speech development.

According to many researchers, such as: M.K. Bardyshevskaya, O.S. Nikolskaya, V.V. Lebedinsky, Yu. Friz and others, the communicative abilities of children with autism spectrum disorders are characterized by underdevelopment in general and distortion of their components, in particular, their structure and manifestation in communicative activity are inadequate both for age and in the social situation.

Approaches to the correction of autistic disorders in children were developed in our country by such researchers as V.M. Bashina, V.E. Kagan, V.V. Lebedinsky, K.S. Lebedinskaya, E.M. Mastyukova, I.I. Mamaychuk, O.S. Nikolskaya and others. These works consider the main tasks of psychological correction of the development of children with autism spectrum disorders: establishing contact and overcoming negativism in communication; mitigation of sensory and emotional discomfort characteristic of these children; increasing the mental activity of the child in the process of communication with adults and children; overcoming the difficulties of organizing purposeful behavior; overcoming negative forms of behavior (aggression, negativism, etc.).

In turn, V. V. Kovalev (1985) distinguishes two main forms of early childhood autism - process (schizophrenic) and non-process. Psychopathological features of children with early childhood autism in schizophrenia are not associated with the lack of need for contacts, but with the painful experiences of the child, which manifest themselves in pathological fantasies, in delusional formations. In this regard, the behavior of children with a procedural syndrome is characterized by pronounced quirkiness, pretentiousness, and dissociation. V. M. Bashina revealed that the most important feature of RDA Kanner was a special asynchronous type of developmental delay. This was manifested in the violation of the hierarchy of mental, speech, motor, emotional maturation of a child with early childhood autism. The author notes the variability of autistic syndromes from mild to severe, which was observed both in Kanner's syndrome and in autism of processual schizophrenic origin. Asynchrony in development is an important distinguishing feature of the Kanner syndrome, unlike other types of developmental disorders with symptoms of autism of a different origin. Agafonova E.L. Pedagogical examination of children of primary school age with childhood autism syndrome: (characteristics based on the results of diagnostic and dynamic examination) / E.L. Agafonova, O.O. Grigoryan // Correctional Pedagogy. - 2006. - No. 1. S. 12-30. Kostin I.A. Organization of perceptual information in adolescents and youths suffering from autism / I.A. Kostin // Defectology.-1997.-№1.-P.27-35. Lavrentiev, N.B. Pedagogical diagnostics of children with autism / N.B. Lavrentiev // Defectology.-2003.-№2.-P.88-93. .

The methodological foundations of the study were the activity approach to the study of mental phenomena (A.N. Leontiev, S.L. Rubinshtein); ideas about the leading role of communication in the formation and development of personality (L.S. Vygotsky, V.I. Lubovsky, A.R. Luria, S.L. Rubinshtein); model of the level organization of the system of emotional regulation (V.V. Lebedinsky et al., 1990, M.K. Bardyshevskaya, V.V. Lebedinsky, 2003); communication theory M.I. Lisina; theory of abilities B.M. Teplova; concepts of development of communicative abilities G.S. Vasilyev and A.A. Kidron; the concept of periodization of mental development by D.B. Elkonin. Also, the study is based on an integrated approach to correctional work (T.A. Vlasova) and the idea of ​​autism as a distorted type of mental development, the main manifestation of which is communication disorders arising from affective disorders (E.R. Baenskaya, V.V. Lebedinsky , K.S. Lebedinskaya, O.S. Nikolskaya, etc.) and cognitive (R. Jordan, D.M. Ricks, M. Sigman, L. Wing, etc.) deficiencies.

The Diagnostic and Statistical Manual of Mental Disorders, fifth revision, developed and published by the American Psychiatric Association on May 18, 2013, includes diagnostic criteria for autism spectrum disorder (ASD):

Persistent deficits in social communication and social interaction in a variety of contexts, currently present or present in history, include:

1. Deficiencies in social-emotional reciprocity; starting with abnormal social convergence and failures with normal dialogue; to reduce the exchange of interests, emotions, as well as the impact and response; to the inability to initiate or respond to social interactions.

2. Deficiencies in non-verbal communicative behavior used in social interaction; starting with poor integration of verbal and non-verbal communication; to anomalies in eye contact and body language or deficits in understanding and using non-verbal communication; to the complete absence of facial expressions or gestures.

3. Deficiencies in establishing, maintaining and understanding social relationships; starting with the difficulty of adjusting behavior to different social contexts; to difficulty participating in imaginative games and making friends; to a visible lack of interest in peers.

In conclusion, we can say that the problem of insufficient communication skills in children with autism spectrum disorder is characterized by underdevelopment in general and distortion of their components, in particular, their structure and manifestation in communicative activity are inadequate both in age and in the social situation. Preschoolers with ASD are characterized by difficulties in understanding other people (violations of the gnostic component of communicative abilities); difficulties in adequate self-expression and transmission of information (violations of the expressive component); difficulties in the process of maintaining interaction and the exchange of information (violations of the iterative component of communication skills). Also disturbed are such auxiliary components of communicative abilities as sociability (insufficient need for communication), empathy (it is difficult for children to understand the feelings of another person, therefore, to show sympathy), socio-psychological adaptation (lack of understanding of the interconnections of the surrounding world and rapid exhaustion cause behavioral disorders in various social situations), speech development (all preschoolers with ASD have grammatical speech disorders).

2. Definition and essence of the concept - communication disorders

Communication is the semantic aspect of social interaction: contacts, communication, information exchange between people. Gushchina E.A. Modern approaches to the correction and development of the communicative sphere in children of senior preschool age [Text] / E.A. Gushchina, I.V. Donkovtseva // Problems and prospects for the development of education: materials of the IV Intern. scientific conf. (Perm, July 2013). - Perm: Mercury, 2013. - S. 36-38.

The child communicates with other people from infancy, but this communication is limited to close adults. Only when coming to a preschool educational institution, the child encounters peers and foreign adults. Basically, this happens at 3 years old. Being in the family, the child usually receives sparing communication. More often the child is inferior. But, getting into a different social space, he is faced with completely different relationships, where he is not inferior, where sometimes they are unfair with him, and maybe even aggressive. The baby has to deal with different situations. However, he does not know how to respond to them. The kid is forced to face many incomprehensible moments that he has not yet encountered.

Communication disorder:

1. common name for speech disorders;

2. common name for speech development disorders;

3. the general name of disorders of communication processes caused by mental disorders and developmental disorders. Psychopathology and the systematics of communication processes have not been adequately researched and developed. In the literature, there are only fragmentary references to a number of communication disorders, which can be summarized as follows:

1. lack or loss of the need for communication;

2. lack or loss of the ability to dialogue, a tendency to monologue;

3. lack or loss of the ability to take into account the context in which communication takes place;

4. the predominance of evaluative and directive judgments to the detriment of the communication of adequate information;

5. breakdown of communication skills or communicative apraxia;

6. dissociation of verbal and non-verbal communication;

7. communication disorders caused by the pathology of speech activity;

8. psychotic disorders of communication processes Zhmurov V.A. The Great Encyclopedia of Psychiatry, 2nd ed., 2012.

Speech is an important condition and means of communication.

Communication is one of the main conditions for the development of the child, the most important component of the formation of his personality, the leading type of human activity aimed at knowing and evaluating oneself through other people. In the process of collective work, a complex communicative system of speech was created. The main communicative qualities of speech are considered to be: correctness, purity, accuracy, logicality, expressiveness and relevance.

The child gradually masters speech, developing in social and multifaceted joint activities with adults and peers. However, not everyone has the same process of mastering speech. In some cases, it can be slow, and then the children have various deviations that disrupt the normal course of speech development.

There are many types of speech disorders. They have different severity and depend on the cause and structure of the defect. Complex, widespread and long-term speech disorders in children: stuttering, dysarthria, rhinolalia, alalia - are characterized by a complex symptom complex and, in some cases, low efficiency of correction. These speech disorders limit communication opportunities, distort the formation of personality, and impede social adaptation. Difficulties in communication of schoolchildren suffering from persistent speech disorders with peers and adults often cause a delay in their personal development, low status in the class team, maladjustment, anxiety, and hinder the full functioning of the individual.

Communication skills are essential in the classroom as well. After all, any lesson is based on the communication of an adult with a child or a child with a child. And for the effective acquisition of new knowledge and skills, the child also needs to first acquire elementary speech skills.

Communication disorder is a general term for speech and language disorders. It includes expressive language disorder, mixed expressive-receptive language disorder, phonological disorder and stuttering Oxford Dictionary of Psychology / Ed. A. Rebera, 2002.

Communication disorders have been known since ancient times. The first of these is speech impairment. Such defects are quite common both among children and among the older population. But the main problems begin precisely in childhood, since it is during this period that the main characteristics of both speech and auditory perception are formed.

Violations in the development of speech distort the course of the natural communicative and speech development of a child at preschool age, lead to the appearance of peculiar communication disorders (O.E. Gribova Grinshpun B.M., Seliverstov V.I. Development of communicative skills and abilities in preschoolers in the process of speech therapy work over coherent speech // Defectology. - 1988. - No. 3., B.M. Grinshpun Zaitseva L.I. Correction-developing program for the development of interpersonal relations of children with ONR of senior preschool age / Children's logopsychology. / Under the editorship of V.I. Seliverstova - M. - 2008., I. G. Krivovyaz Lekhanova O. L. The peculiarity of the use, understanding and interpretation of non-verbal means of communication by preschoolers with general underdevelopment of speech // Defectology. - 2011. - No. 6. - P. 19- 24., O. L. Lekhanova General psychology: Textbook for students of pedagogical institutes / Under the editorship of A. V. Petrovsky, 2nd ed., additional and revised, M., 1976., L.G. Solovieva Fedotova Yu.Yu. Practical guide to the application of the "film-test" technique by Rene Gilles. adivostok.2004. , E.G. Fedoseeva Filicheva T. B., Chirkina G. V. Preparation for school of children with general underdevelopment of speech in a special kindergarten: At 2 hours, Part I. First year of study (senior group). A manual for students of defectological faculties, practitioners of special institutions, kindergarten teachers, parents. - M. - 1993. etc.). Researchers point to specific communicative difficulties, to the lack of communicative ability, to shortcomings in the development of means of communication, to a delay in the formation of its forms. In this regard, at this stage, the problem of overcoming communication disorders in children with speech pathology remains relevant. This is due to the prevalence of communication disorders in children of this group, with a low level of efficiency in correcting communication disorders and the persistence of communication and speech disorders in children with general underdevelopment of speech.

Unformed communicative behavior is a characteristic feature of early childhood autism.

Therefore, in children with autism, first of all, the development of the communicative function of speech and communicative behavior in general is impaired. Regardless of the period of appearance of speech and the level of its development, the child does not use speech as a means of communication, he rarely asks questions, usually does not answer them to those around him, including people close to him. At the same time, “autonomous speech”, “speech for oneself” can develop quite intensively in him. Among the characteristic pathological forms of speech, first of all, attention is drawn to echolalia, pretentious, often chanted pronunciation, peculiar intonation, characteristic phonetic disorders and voice disorders with a predominance of a special high tone at the end of a phrase or word, prolonged naming of oneself in the second or third person, lack of in the active dictionary of words denoting people close to the child, for example, the words mom, dad, or other objects to which the child has a special relationship: fear, obsessive interest, their animation, etc. EAT. Mastyukov "Therapeutic Pedagogy" (early and preschool age). Moscow, "Vlados", 1997, ss. 99-108, 258-164

Difficulties with communication can be caused by various reasons, a significant number of communication problems arise as a result of known hearing impairments.

Communication difficulties can take many forms. For example, they can manifest as an inability to perceive environmental sounds without feeling threatened: some people with a communication disorder hear the sound of a door slamming, the muffled noise in a restaurant, and even the well-known voices of work colleagues, parents, and friends as a threat. In some communication disorders, a person cannot, or can, but only partially, use their own voice as the main communication tool. This is due to the fact that he does not control the various components of the voice - intonation, expressiveness, rhythm, strength, etc. - therefore, as a result, his interlocutors perceive his voice as rough, emotionless, devoid of any expressiveness.

Communication disorders develop even in the preschool period, and if they are not corrected in time, the number of problems will increase during the periods of schooling. So in some children, due to a speech disorder, while teaching them to write and read, “written tongue-tied tongue” may develop, which includes an inability to write.

The reasons for violations of the communicative norm can be unfavorable external conditions, unwillingness of communicants to look for true causes and connections, their unwillingness or inability to understand, unpreparedness, incompetence, bias, associative listening to communicators, indifference to the partner and the topic of conversation Educational dictionary of stylistic terms. - Novosibirsk: Novosibirsk State University. O. N. Laguta. 1999. .

In domestic psychology, communication is interpreted as an activity, in connection with this, its synonym is the concept of "communicative activity". There are several different theories of activity. The most famous of them are the concepts of B.G. Ananyeva, L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein. Taking as a basis the concept of activity developed by A.N. Leontiev, and developed by A.V. Zaporozhets, D.B. Elkonin, P.Ya. Galperin, we have the opportunity to single out the following main structural components of communicative activity: the subject of communication, communicative need and motives, the unit of communication, its means and products.

Communicative activity is the implementation of a method of communication in which an ordered, systematizing and interrelated model of teaching a language as a means of learning is carried out under conditions modeled in the training sessions of speech activity. This definition is the most acceptable, since the main trend in the process of teaching the deaf language at present is communicativeness. And most textbooks and teaching aids are built on a communicative basis.

Communication disorders are clearly visible in children with autism. Autistic children find it difficult to interact not only with people, but with the environment as a whole. This is evidenced by the multiple and ambiguous problems of autistic children regarding relationships with the sensory environment, eating disorders and self-preservation behavior, and the practical absence of research activity. The problem is not only in violation of contact with people, but also in general maladjustment in relations with the world, which manifests itself both at the basal instinctive level and in cognitive development, in the formation of arbitrariness, holistic and coherent ideas about the world around.

Communication is one of the main conditions for the development of the child, the most important component of the formation of his personality.

Modern children, being isolated on TVs, computers, began to communicate less with adults and peers. For many children, normal interaction with others becomes a problem.

70% of children have difficulties in the communicative sphere.

80% of children in this category have a violation of the emotional-volitional sphere: anxiety manifests itself, increased resentment, the number of fears increases, there is increased excitability, excessive sensitivity to external stimuli, or vice versa, lethargy, passivity, motor disinhibition.

40% are characterized by a low level of development of cognitive processes

Speech disorders in children also limit the communication capabilities of the child, distort the formation of personality, and impede social adaptation.

All this: a decrease in the level of communication skills, difficult social adaptation in society, a tendency to worsen the speech of preschool children determines the need for close cooperation and interaction between a psychologist and a speech therapist in correctional work. Gushchina E.A. Modern approaches to the correction and development of the communicative sphere in children of senior preschool age [Text] / E.A. Gushchina, I.V. Donkovtseva // Problems and prospects for the development of education: materials of the IV Intern. scientific conf. (Perm, July 2013). - Perm: Mercury, 2013. - S. 36-38.

Tasks of correctional and developmental work:

Carry out correction of speech and psychophysical disorders in children

To develop speech skills and speech activity of children in different types of communicative interaction

Develop the emotional and volitional sphere

To create a favorable psychological climate for the formation of interest in the educational process.

The knowledge, skills and abilities acquired by children in the earlier individual and subgroup sessions of a speech therapist and psychologist are consolidated and activated in remedial classes. Specialists work side by side, which makes it possible to effectively provide an individual approach to each child and enrich the educational process.

Classes with a group of children are held once a week as a final. Classes are held in the hall, in which participants can freely settle down and move around. They can be carried out in conditions of changing the position of the body: standing, sitting, in motion, lying on the carpet, in an arbitrary position.

The easiest way to influence is through the game. Integration makes it possible to actively use game forms of work in the classroom.

It is possible to help a child realize his potential to the maximum and correct existing shortcomings only in the process of intensive, systematic and consistent speech therapy work.

Speech therapy classes should be focused on the mental security of the child, his comfort and need for emotional communication with peers and a speech therapist teacher, the development of a better understanding of themselves and other people in students, the formation of communication skills of educational cooperation, the expansion of vocabulary in the field of feelings and emotions . Speech therapy classes should include work to change the motivational side of communication: increasing one's own activity, forming the adequacy of emotional reactions and assessments, both of oneself and others, changing one's personal position in the process of communication. The basis for building communication in the process of classes should be the subject-practical activities of children in the development and knowledge of the world around them, as well as their educational activities. The process of formation of communicative competence should be built taking into account the leading activity of the age, in accordance with the level of formation of the language of means.

3. Psychological and pedagogical characteristics of children with ASD

In accordance with the severity of autistic problems and the degree of disturbance (distortion) of mental development, among the most typical cases of childhood autism, four groups of children can be distinguished, differing in integral systemic characteristics of behavior:

First group. Children almost do not have active selectivity in contacts with the environment and people, which is manifested in their field behavior. They practically do not react to the appeal and do not use either speech or non-verbal means of communication, their autism outwardly manifests itself as detachment from what is happening.

Children do not seem to see or hear, they may not even respond to physical discomfort. However, using mostly peripheral vision, they fit well into the spatial environment. Without listening, and without paying any obvious attention, in their behavior they can show an unexpected understanding of what is happening.

Field behavior in this case is fundamentally different from the field behavior of a mentally retarded child. A child with ASD is different from hyperactive and impulsive children: does not respond, does not stretch, lacks, does not manipulate objects, but glides past. The inability to actively and directionally act with objects is manifested in a characteristic violation of the formation of visual-motor coordination. These children can be briefly interested, but it is very difficult to attract them to a minimally detailed interaction. With an active attempt to concentrate the child, he may resist, but as soon as the compulsion stops, he calms down. Negativism in these cases is not actively expressed, children do not defend themselves, but simply move away from unpleasant interference. Teaching children with autism spectrum disorders. Guidelines for teachers and specialists supporting the basic school / Ed. ed. S.V. Alekhi & on // Under the general. ed. N.Ya. Semago. - M.: MGPPU, 2012. - 80 p.

With such pronounced violations of the organization of purposeful action, children with great difficulty master the skills of self-service, as well as communication skills. They are mutic, although it is known that many of them from time to time can repeat after others the word or phrase that attracted them, and sometimes respond and unexpectedly comment on what is happening. These words, however, are poorly fixed for active use without special help and remain an echo of what is seen or heard. With a clear lack of activity in their own speech, their understanding of addressed speech remains in question. So, children can show obvious confusion, misunderstanding of a simple and directly addressed instruction and, at the same time, episodically demonstrate adequate perception of much more complex speech information, perceived from the conversations of others, which is not directed at them.

When mastering communication skills with the help of cards with images, words, in some cases, written speech using a computer keyboard, these children can show understanding of what is happening. They can also show abilities in solving sensorimotor problems, in actions with boards with inserts, with boxes of forms, their ingenuity is also shown in actions with household appliances, telephones, home computers.

Even about deeply autistic children, it cannot be said that they do not distinguish a person from the environment and do not have a need for communication and attachment to loved ones. They separate their own and others, this can be seen in the changing spatial distance and the possibility of tactile contact.

There are well-established methods of establishing and developing emotional contact with such children. The objectives of the work are to gradually involve them in more and more extensive interaction with adults, in contacts with peers, the development of communication and social skills, and the maximum realization of the possibilities of emotional, intellectual and social development that open up in this process. The implementation of these tasks requires an individual training program. This program should also include his inclusion in the group of other children. A deeply autistic child has an internal need for communication, through other children it is easier for him to perceive educational information, following them, it is easier to fulfill the requirements of an adult.

Second group. Children have only the simplest forms of active contact with people, use stereotypical forms of behavior, including speech, strive to scrupulously maintain constancy and order in the environment. Their autistic attitudes are more expressed in active negativism.

Compared with the first group, these children are much more active in developing relationships with the environment. In contrast to the passive child of the first group, who is characterized by the absence of active selectivity, the behavior of these children is not field-like. They develop habitual forms of life, but they are severely limited and the child seeks to defend their immutability: here the desire to maintain constancy in the environment, in the usual order of life, is maximally expressed - selectivity in food, clothing, walking route. These children are suspicious of everything new, may show pronounced sensory discomfort, disgust, be afraid of surprises, they easily fix fear and, accordingly, may accumulate persistent fears. Uncertainty, an unexpected failure in the order of what is happening, can maladjust the child and provoke a behavioral breakdown, which can manifest itself in active negativism and aggression. Semago N.Ya Teaching children with autism spectrum disorders , 2012. 77p.

In familiar, predictable conditions, they can be calm, contented and more open to communication. Within this framework, they more easily master social everyday skills and independently use them in familiar situations. The existing skills are strong, but they are too tightly connected with those life situations in which they were developed and special work is needed to transfer them to new conditions. Speech is characteristic in clichés, the child's demands are expressed in words and phrases in the second or third person, which are formed on the basis of echolalia (repetition of the words of an adult). Speech develops within the framework of a stereotype and is also tied to a specific situation.

It is in these children that motor and speech stereotyped actions attract the most attention. They are subjectively significant for the child and may intensify in situations of threat and anxiety. This can be expressed in primitive stereotyped actions, or be quite complex, such as drawing, singing, ordinal counting - it is important that this is a persistent reproduction of the same action in a stereotyped form. These stereotyped actions of the child are important for him to stabilize his internal states and protect him from traumatic impressions from the outside. With successful corrective work, the needs of autostimulation may lose their significance and stereotyped actions gradually lose their significance.

In the stereotypical actions of autostimulation, the possibilities of such a child that are not realized in practice may manifest themselves: a unique memory, an ear for music, etc. Within the usual framework of orderly education, some of these children can master the program of not only auxiliary, but also mass schools. The problem is that this knowledge is acquired mechanically without special work, fits into a set of stereotypical formulations reproduced by the child in response to a question asked in the usual form. It is important to remember that this mechanically acquired knowledge cannot be used by a child in real life without special work. The problem of these children is the extreme fragmentation of ideas about the environment, the limited picture of the world by the prevailing narrow life stereotype. Bashina V.M. Early Childhood Autism/Healing: Almanac. ---- M., 1993. -- S. 154-165

The child of this group is very attached to his relatives, his introduction to a children's institution can be complicated by this circumstance. Nevertheless, these children, as a rule, want to go to school, are interested in other children, and their inclusion in the children's team is necessary for the development of flexibility in their behavior, the ability to imitate and mitigate the rigid attitudes of maintaining constancy in the environment.

Third group. Children have detailed, but extremely indirect forms of contact with the outside world and people - quite complex, but rigid programs of behavior (including speech), poorly adapted to changing circumstances, have stereotypical hobbies. This creates extreme difficulties in interacting with people, their autism manifests itself as a preoccupation with their own stereotypical interests and an inability to build a dialogical speech. Arshatskaya O. About psychological assistance to children of early age with the emerging syndrome of childhood autism: the interaction of specialists and parents // Preschool education, 2006 - No. 8, p. 63-70

These children strive for achievement, success, and their behavior can be called purposeful. The problem is that in order to be active, they need a full guarantee of success. Experiences of risk and uncertainty disorganize them, that is, for this child, only stable confirmation of his success matters. He is not very capable of research, flexible dialogue with circumstances and accepts only those tasks that he can certainly cope with.

The stereotyping of these children is more expressed in the desire to preserve not the constancy of their environment, but the invariance of their own program of actions, if it becomes necessary to change the program of actions along the way (and this is what the dialogue requires), this can provoke an affective breakdown in such a child.

Children from this group are capable of a detailed monologue. Their speech is grammatically correct, detailed, with a good vocabulary can be assessed as too correct.

The mental development of such children often gives the impression that is confirmed by the results of standardized examinations. At the same time, unlike other children with autism spectrum disorder, their success manifests itself in the verbal, and not in the non-verbal area. With brilliant knowledge in certain areas related to their stereotypical interests, children have a limited and fragmented understanding of the real world around them. They get pleasure from the very alignment of information in rows, its systematization, however, these interests and mental actions are also stereotyped, have little connection with reality and are a kind of auto-stimulation for them.

With significant achievements in intellectual and speech development, these children are much less successful in motor development - they are clumsy, extremely awkward, self-service skills are poorly developed. In the field of social development, they demonstrate extreme naivety and straightforwardness, the development of social skills, understanding and taking into account the subtext and context of what is happening is disrupted. While maintaining the need for communication, the desire to have friends, they do not understand the other person well. Characteristic is the sharpening of such a child's interest in dangerous, unpleasant, asocial impressions.

At an early age, such a child can be assessed as super-gifted, but later problems of building flexible interaction, difficulties in voluntary concentration, preoccupation with their own super-valuable stereotypical interests are found. With all these difficulties, the social adaptation of such children, at least outwardly, is much more successful than in the cases of the two previous groups. These children, as a rule, study according to the mass school program in class conditions or individually, can consistently receive excellent grades, but they also need constant special support that allows them to gain experience in dialogical relations, expand their range of interests and understanding of the environment and others, form social behavior skills. Brin I.L., Demikova N.S., Dunaikin M.L., Morozov S.A., Morozova S.S., Morozova T.I., Pravednikova N.I., Tatarova I.N., Cherepanova I. .V., Sheinkman O.G. To the medical-psychological-pedagogical examination of children with autism. - M.: "Signal", 2002. - 40 p.

Fourth group. For these children, arbitrary organization is very difficult, but accessible. They quickly get tired, can be exhausted and overexcited, have pronounced problems in organizing attention, concentrating on a speech instruction, and fully understanding it. They are characterized by a delay in psychoverbal and social development. Difficulties are manifested in the fact that, while mastering the skills of interaction and social rules of behavior, children stereotypically follow them and are lost when demanding their change. In relations with people, they show a delay in emotional development, social immaturity, naivety.

With all the difficulties, their autism is the least profound, it no longer acts as a defensive attitude, but as communication difficulties lying on the surface - vulnerability, inhibition in contacts and problems in organizing dialogue and voluntary interaction. These children are anxious, they are characterized by a slight onset of sensory discomfort, they are ready to be frightened when the usual course of events is disturbed. Their difference is that they seek the help of loved ones and are extremely dependent on them, in need of approval and constant support. Because of this, they become too dependent on them: they behave too correctly, they are afraid to deviate from the developed and fixed forms of approved behavior. This shows their typical inflexibility and stereotype for any autistic child.

Analysis of the current state of the problem of the formation of social and communication skills in children with autism spectrum disorders and mild mental retardation. Psychological and pedagogical correction of social and communicative skills and abilities.

thesis, added 10/29/2017

Socio-psychological characteristics of the game. The game as a psychological and pedagogical method for the development of communication skills of a preschooler. Diagnosis of gaming methods for the development of communication skills of preschool children in a kindergarten in Ryazan.

thesis, added 11/12/2010

The essence of early childhood autism, causes. Features of the development of communication skills in children with RDA. Using the method of facilitated communication. Experimental study of the problem of the formation of communication skills in children with RDA.
Using the PECS System in the Process of Forming Learning Behavior in First Grade Students with Autism Spectrum Disorders

Conditions for the readiness of the child for school. Approaches to the system of correctional education of autistic children. Psychological and pedagogical conditions for using the PECS system in the process of forming learning behavior in first-graders with autism spectrum disorders.

thesis, added 10/13/2017

Defining the essence and content of the concept of "self-service skills", characterizing the features of their formation in preschoolers. The study of technologies for the formation of self-service skills in preschoolers with autism spectrum disorders.

thesis, added 10/13/2017

Concept, essence and functions of communication. Means of communication. Development of children's communication with adults and peers at preschool age. The use of games for communication in the development of communication skills of preschoolers and the effectiveness of their use.