Programs for the formation of communicative competencies in children with racial backgrounds in group speech therapy classes. “Game exercises as a way to correct communication skills in preschool children with ASD Diagnosis of communication skills in preschool children with ASD

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

Federal State Budgetary Educational Institution

higher professional education

"KUBAN STATE UNIVERSITY"

(FSBEI HPE "KubSU")

Department of Defectology and Special Psychology

GRADUATE QUALIFICATION (DIPLOMA) WORK

FORMATION OF COMMUNICATION SKILLS IN CHILDREN WITH AUTISM IN THE PROCESS OF LANGUAGE PEDIC CORRECTION

Krasnodar 2013

Introduction

1. Modern aspects of studying communication skills in children with autism spectrum disorders

1 History of autism research

2 Characteristics of children with autism spectrum disorders

1.3 Characteristics of the behavior of a child with autism spectrum disorders

4 Modern approaches to correcting communication skills in children with autism spectrum disorders

Organization and content of speech therapy work to develop communication skills

1 Methods for diagnosing the communication skills of children with autism spectrum disorders

2.2 Analysis of the results of the ascertaining experiment

2.3 Methods for developing the communicative sphere in children with autism spectrum disorders

2.4 Comparative analysis of results

Conclusion

Application

communicative children autistic speech therapy

Introduction

Relevance of the research topic. Recently, more attention has been paid to the problem of studying and correcting various mental disorders in children. One of the serious problems in the modern education system is early childhood autism. Autism (from the Greek autos - oneself) is a mental state characterized by a predominance of a closed inner life and active withdrawal from the outside world. Autism can be either a secondary symptom of schizophrenia or an independent nosological entity. In the latter case, it occurs in the first years of life and is called early childhood autism (ECA).

Early childhood autism is part of the structure of the schizophrenic mental defect and occupies a special place, because differs from all developmental anomalies in the greatest complexity and disharmony of both the clinical picture and the psychological structure of the disorders.

It is known that the origin of autism can be different: mild, it can occur with constitutional characteristics of the psyche (accentuation of character, psychopathy), as well as in conditions of chronic mental trauma (autistic personality development), it can also act as a gross anomaly of mental development (early childhood autism).

It has been established that childhood autism occurs in approximately 3-6 cases per 10 thousand children, and it occurs more often in boys than in girls.

There are many scientific publications that study personal characteristics, including communication ones, however, the question of creating a methodology that could study communication abilities quickly and as reliably as possible remains unsolved. The relevance of the topic of our research is also determined by the fact that the currently existing methods and diagnostics for studying the communicative characteristics of children with autism spectrum disorders are not sufficiently tested and require more detailed consideration.

Purpose of the study: to study the development of the communicative sphere in children with autism spectrum disorders and consider possible ways of its formation.

Object of study: communication skills of children with autism spectrum disorders.

Subject of research: methods of diagnosis and correction of the communicative sphere in children with autism spectrum disorders.

Research objectives:

Study scientific literature on this issue.

To identify and characterize the features of psycho-speech development of autistic children.

Select methods and techniques for working with autistic children on issues of diagnosis and correction of speech and communication.

To conduct a study of the level of development of the communicative sphere in children with autism spectrum disorders.

Analyze the results of the experimental study.

Research hypothesis. Increasing the level of development of the communicative sphere of children with autism spectrum disorders and the effectiveness of speech therapy correction in general will be possible if a number of conditions are met:

Conducting a psychological and pedagogical examination of children using correctly selected diagnostic methods;

A detailed study of all components of the speech system and analysis of the examination results;

Accounting for the leading activity of preschool children;

The use of traditional and modern technical means as part of speech therapy correction

Research methods: theoretical : selection, study and analysis of clinical and psychological-pedagogical literature on the research problem; empirical : included and non-involved observation, longitudinal observation, conversation, interview, collection of anamnestic data, analysis of documentation on children; experimental: ascertaining, formative (correctional and developmental), control stages of a psychological experiment.

Theoretical and methodological foundations of the study:

Activity approach to the study of mental phenomena (A.N. Leontiev, S.L. Rubinstein, 1930);

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. Rubinstein, 1990);

Concepts for the development of communicative abilities G.S. Vasiliev and A.A. Kidron. (1991).

Theoretical and practical significance of the study: selected methods of diagnosis and corrective action, the results of the experimental study can be useful to practicing speech therapists and specialists working with children with RDA.

Work structure. The thesis consists of an introduction, two chapters, a conclusion, a list of sources used (41 titles), two appendices on 7 pages. The text of the work is presented on 68 pages.

1. Modern aspects of studying communication skills in children with early childhood autism

1.1 History of autism research

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

Currently, there are many approaches to the problem of RDA, 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.

1.The first, pre-nosological period of the late 19th and early 20th centuries. characterized by isolated references to children with a tendency to care and loneliness.

2.The second, the so-called pre-Kanner period, occurred in the 20-40s of the twentieth century, when the issue of the possibility of identifying schizophrenia in children was discussed (Sukhareva, 1927).

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

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

The definitions made independently by Kanner and Asperger are largely similar. The choice of the term "autistic" to describe patients reflects their general belief that children's social problems are the most important and characteristic feature of this disorder. Both authors believed that in autism the social defect is congenital (according to Kanner) or constitutional (according to Asperger), and persists throughout life. Researchers have identified a number of features:

1. Difficulty making eye contact.

Stereotypical words and movements.

Resistance to change.

Both authors report frequently occurring individual specific interests, often involving some unusual or very specialized topics or subjects. Kanner and Asperger identified three main features in which the disorder they described differed from schizophrenia: positive dynamics, the absence of hallucinations, and the fact that these children were sick from the first years of life. In addition, they believed that many parents of such children had similar traits - avoidance of social life or inability to adapt to it, an obsessive desire for the usual course of things, as well as the presence of unusual interests that exclude everything else.

But as an independent problem, autism was first described by Dr. Kanner in 1943 in the book “Autistic Disorders of Emotional Contact.” Continuing his study, Kanner identified two characteristics as key components of autism:

1) extreme alienation;

) obsessive desire to maintain the monotony of the situation.

He considered other symptoms either as secondary to these two and caused by them (for example, weakening of communication), or as non-specific for autism (for example, stereotypies).

4.The fourth, post-Kanner period (80-90s) is characterized by a significant departure from Kanner’s own views on early childhood autism. RDA began to be considered as a nonspecific syndrome of various origins. To date, there has been an understanding of two types of autism: classic Kanner autism and a variant of autism, which includes autistic conditions of different origins.

The study of human communication and his communicative abilities was carried out in various branches of psychology. At the theoretical level, structural components and their relationship with other aspects of personality were considered. L.S. made a great contribution to the substantiation of the medical and social view on the development of the communicative functions of an autistic child. Vygotsky (Developmental diagnostics and pedological clinic for difficult childhood, 1983). He gave the most complete definition of the unique development of the personality of an autistic child, which, from his point of view, is formed in the process of interaction of biological, social, psychological and pedagogical factors. He saw the meaning of organized influence in helping the development of personality. L.S. Vygotsky said that the presence of a large reserve of healthy, unaffected inclinations, the uneven (in terms of depth) distribution of defectiveness on different aspects of mental activity open up great opportunities for social adaptation and rehabilitation and further development under certain favorable conditions, with the active use of social protection opportunities and adult-supported education. It was under these conditions that he called the child’s hidden promising capabilities the zone of proximal development. Moreover, L.S. Vygotsky formulated the concept of primary and secondary defects as the basis for building a system of correctional and educational work with a child in play, learning and other types of activities (primary - associated with the material basis of mental retardation, secondary - a product of the special position that a mentally retarded child occupies in the social environment due to pathological development).

This understanding of the essence and methods of correctional work is very close to the modern understanding of social rehabilitation.

In turn, V.V. Kovalev (1985) identifies two main forms of RDA - procedural (schizophrenic) and non-procedural. The psychopathological characteristics of children with RDA in schizophrenia are associated not with the lack of need for contacts, but with the child’s painful experiences, which manifest themselves in pathological fantasies and rudimentary delusional formations. In this regard, the behavior of children with procedural syndrome is characterized by pronounced whimsicality, pretentiousness, and dissociation. V.M. Bashina, based on a study of the nature of premorbidity in 272 patients with early childhood schizophrenia and the initial stages of personal development in 28 children with RDA, revealed that the most important feature of Kanner’s RDA was a special asynchronous type of developmental delay. This was manifested in a violation of the hierarchy of mental, speech, motor, and emotional maturation of a child with RDA. The author notes the variability of autistic syndromes from mild to severe, which was observed both in Kanner syndrome and in autism of procedural schizophrenic origin. Asynchrony in development is an important distinguishing feature of Kanner syndrome, in contrast to other types of developmental disorders with autism symptoms of other origins.

2 Characteristics of children with autism

The diagnosis of RDA is based on such basic symptoms as autism, a tendency to stereotypies, intolerance to changes in the environment, as well as early, before 30 months of age, identification of specific signs of dysontogenesis.

However, in the presence of this commonality of manifestations, other characters exhibit significant polymorphism. And the main symptoms differ both in character and severity. All this determines the presence of variants with different clinical and psychological pictures, different social adaptation, and different prognosis.

These options also require a different correctional approach, both therapeutic and psychological-pedagogical.

O.S. Nikolskaya (1985-1987) identified four main groups of RDA.

The main criteria for the division are the nature and degree of disturbances in interaction with the external environment and the type of autism itself.

In children of group I, speech in the first place is detachment from the external environment, II - rejection of the external environment, III - replacement of the external environment and IV - the child's overinhibition by the environment around him.

As studies have shown, autistic children of these groups differ in the nature and degree of primary disorders, secondary and tertiary dysontogenetic formations.

Children of group I (8%) with autistic detachment from the environment are characterized by the most severe disturbances of mental tone and voluntary activity. Their behavior is of a field nature and is manifested in constant migration from one object to another. These kids are muted. The most severe manifestations of autism: children do not have the need for contacts, do not carry out even the most basic communication with others, do not master the skills of social behavior and self-care.

This indicates an early malignant course of schizophrenia, often complicated by organic brain damage.

Children in this group have the worst developmental prognosis and require constant care and supervision. With intensive psychological and pedagogical correction, they can develop basic self-care skills and can master writing, counting, and even silent reading.

Children of group II (62%) with autistic rejection of the environment are characterized by a certain ability to actively combat anxiety and numerous fears due to autostimulation of positive sensations with the help of numerous stereotypes: motor (jumping, flapping of arms, etc.), sensory (self-irritation of vision, hearing , touch), etc.

The external pattern of their behavior is mannerism, stereotyping, bizarre grimaces and poses, gait, special intonations of speech. These children do not make contact, answer in monosyllables or are silent, sometimes they whisper something.

The future prognosis for children in this group is better. With adequate long-term correction, they can be prepared to study at school (more often in a mainstream school, less often in an auxiliary one).

Children of group III (10%) with autistic substitutions of the surrounding world are characterized by greater volition in confronting their pathology, primarily fears. The external pattern of their behavior is closer to psychopathic. Expanded speech is typical; with an extended monologue, dialogue is very weak. These children are less affectively dependent on their mother and do not need primitive contact and care.

With active medical, psychological and pedagogical correction, these children can be prepared for education in a public school.

Children of group IV (21%) are characterized by overinhibition. In their status, neurosis-like disorders are in the foreground: excessive inhibition, timidity, fearfulness, especially in contacts, a feeling of personal inadequacy, which increases social maladjustment. If they have poor contact with peers, they actively seek protection from loved ones. Models of correct social behavior are formed, they try to be “good” and fulfill the demands of loved ones. There is a great dependence on the mother in order to constantly “recharge” from her.

Their mental dysontogenesis approaches, rather, a kind of developmental delay with fairly spontaneous, much less cliched speech.

Children in this group should be differentiated between a variant of Kanner's syndrome as an independent developmental anomaly, and less often - Asperger's syndrome as a schizoid psychopathy. These children can be prepared for education in a public school.

K.S. Lebedinskaya, based on the etiopathogenetic approach, identifies five variants of RDA:

1.RDA for various diseases of the central nervous system.

2.Psychogenic autism.

.RDA of schizophrenic etiology.

.For metabolic diseases.

.With chromosomal pathology.

The author believes that RDA in various diseases of the central nervous system (organic autism) is combined with certain manifestations of psychoorganic syndrome. This manifests itself in the child’s mental inertia, motor impairment, as well as impaired attention and memory. In addition, children have diffuse neurological symptoms: signs of hydrocephalus, organic-type changes on the EEG, episodic seizures. As a rule, children experience delays in speech and intellectual development.

Psychogenic autism is characterized by impaired contact with others, emotional indifference, passivity, indifference, lack of differentiated emotions, delayed development of speech and psychomotor skills. Unlike other variants of RDA, psychogenic autism may disappear when educational conditions are normalized. However, if a child lives in unfavorable conditions during the first three years of life, autistic behavior and speech development disorders become persistent.

Children with RDA of schizophrenic etiology are characterized by more pronounced isolation from the outside world and weak contacts with others. They experience a pronounced dissociation of mental processes, blurring of the boundaries between the subjective and objective, immersion in the world of internal painful experiences and pathological fantasies, the presence of rudimentary delusional formations and hallucinatory phenomena. In this regard, their behavior is characterized by whimsicality, pretentiousness, and ambivalence. In addition, children may experience productive psychopathological symptoms. This manifests itself in the presence of constant fears, depersonalization, and pseudohallucinatory experiences. Early childhood autism syndrome, unlike other developmental anomalies, is characterized by the greatest complexity and disharmony both in the clinical picture and in the psychological structure of the disorders and is a relatively rare developmental pathology. According to research by V.E. Kagan, its prevalence ranges from 0.06 to 0.17 per 1000 children. Moreover, RDA occurs more often in boys than in girls. The main signs of RDA in all its clinical variants are:

1.Insufficient or complete lack of need for contacts with others.

2.Isolation from the outside world.

.Weakness of emotional response towards loved ones, even towards the mother, up to complete indifference towards them (affective blockade).

.Inability to differentiate between people and inanimate objects. Often such children are considered aggressive: when they grab another child by the hair or push him like a doll. Such actions indicate that the child has difficulty distinguishing between living and nonliving objects.

.Insufficient response to visual and auditory stimuli forces many parents to consult an ophthalmatologist or audiologist. However, at first glance, the child’s seemingly weak reaction to visual or auditory signals is a mistake. Children with autism, on the other hand, are very sensitive to weak stimuli.

.Commitment to maintaining the immutability of the environment (the phenomenon of identity according to L. Kanner).

.Neophobia (fear of everything new) manifests itself very early in autistic children. Children cannot tolerate changes in place of residence, rearranging the bed, and do not like new clothes and shoes.

.Monotonous behavior with a tendency towards stereotypical, primitive movements (rotating the hands in front of the eyes, fingering the fingers, bending and straightening the shoulders and forearms, rocking the body or head, bouncing on the toes, etc.).

.Speech disorders in RDA are varied. In more severe forms of RDA, mutism (complete loss of speech) is observed; some patients experience increased verbalism, which manifests itself in a selective attitude towards certain words and expressions. The child constantly says the words he likes. Visual behavior is very characteristic of RDA, which manifests itself in intolerance to looking into the eyes, “running gaze” or looking past. They are characterized by a predominance of visual perception at the periphery of the visual field. For example, it is very difficult to hide an object he needs from an autistic child, and therefore many parents and teachers note that “the child sees objects from the back of his head” or “through the wall.”

10.Monotonous games in children with RDA represent stereotypical manipulations with non-play material (ropes, nuts, keys, bottles, etc.). In some cases, toys are used, but not for their intended purpose, but as symbols of certain objects. Children with RDA can spend hours monotonously turning objects, moving them from place to place, and pouring liquid from one container to another. Children with RDA actively strive for solitude and feel noticeably better when left alone. Their contact with their mother may be different. Along with indifference, in which children do not react to the presence or absence of the mother, a symbiotic form of contact is also possible, when the child refuses to remain without his mother, expresses anxiety in her absence, although he is never affectionate with her. Affective manifestations in children with RDA are poor and monotonous. The affect of pleasure occurs in a child most often when he is left alone and engaged in the stereotypical games described above.

The identified clinical and psychological variants of RDA reflect different pathogenetic mechanisms of the formation of this developmental disorder, the different nature of the genetic pathogenic complex.

Thus, these clinical and mental variants of RDA must be known and taken into account when drawing up an individual correction plan and psychological and pedagogical support for the child.

.The baby doesn't make eye contact.

The exceptional diversity of the spectrum of disorders and their severity allows us to reasonably consider the education and upbringing of children with autism to be the most difficult section of correctional pedagogy.

Children with RDA lack expressive facial expressions, smiles, and joyful laughter when communicating; sleep disturbances are noted and tidiness skills are difficult to form. An insufficient reaction to the mother can be replaced by complete dependence on her.

Often parents, not understanding the true state of the child, regard the behavior described above as stubbornness and forcefully try to force the child to obey their will. This behavior does not lead to positive results, but can only worsen the baby’s condition.

3 Characteristics of the behavior of a child with autism

Autism developing in a child begins to appear at the age of 15 months and is fully formed by the age of three. Parents who are concerned about their baby's lack of interest in activities and games should check their child for the following symptoms:

1.Refusal of tactile contact with parents.

2.Lack of speech by age three.

.The child prefers to be alone than with anyone.

.The child refuses to contact the outside world or shows no interest in it. He has no or poorly developed nonverbal communication skills.

.The baby doesn't make eye contact.

.The gestures are strange and more nervous than expressive.

.The child speaks, but monotonously, as if repeating a memorized text.

.Autism can be either mild or acute. Many children experience autism-like symptoms after starting school, but this is normal: the child gets used to school, new people, and the school atmosphere.

The behavior of children with autism is characterized by strict stereotyping (from repeated repetition of elementary movements, such as shaking hands or jumping, to complex rituals) and often destructiveness (aggression, self-harm, screaming, negativism, etc.). They also determine the underestimation of reality, the limited and unique, stereotypical range of interests that distinguish such children from their peers. Behavior is determined by impulsiveness, contrasting affects, desires, and ideas; behavior often lacks internal logic.

Some children early discover the ability to develop an unusual, non-standard understanding of themselves and those around them. Logical thinking is preserved or even well developed, but knowledge is difficult to reproduce and is extremely uneven. Active and passive attention are unstable, but individual autistic goals are achieved with great energy.

The level of intellectual development in autism can be very different: from severe mental retardation to giftedness in certain areas of knowledge and art; In some cases, children with autism have no speech, and there are deviations in the development of motor skills, attention, perception, emotional and other areas of the psyche. More than 80% of children with autism are disabled.

The exceptional diversity of the spectrum of disorders and their severity allows us to reasonably consider the education and upbringing of children with autism to be the most difficult section of correctional pedagogy.

Children with RDA lack expressive facial expressions, smiles, and joyful laughter when communicating; sleep disturbances are noted and tidiness skills are difficult to form. An insufficient reaction to the mother can be replaced by complete dependence on her.

The behavior of an autistic child is contradictory: on the one hand, he has inappropriate fears (fear of certain objects), and on the other hand, there is an almost complete absence of a sense of real danger (he can run out onto the roadway, go far from home...).

The social influence of an autistic child with others is hampered by negativism - the desire to constantly oppose the requests and desires of the people around him.

Every parent enjoys watching their child smile, laugh, mumble and react to what is happening around him. Children also love this attention that constantly surrounds them. This behavior of children and parents is not only a manifestation of love, but also a necessary condition for development. A child who experiences symptoms similar to those listed above has autism.

4 Modern approaches to the correction of autism

Extremely low adaptability to the environment in a child with autism is associated, first of all, with immaturity of communicative activity and insufficient behavioral skills. His actions and behavioral skills are stagnantly destructive and stereotypical; accordingly, the primary task of correctional work should be the formation of communicative activities and adaptive behavior necessary for the successful development of the child.

Currently, there are a number of psychological and pedagogical methods for correcting autism.

1.As part of the behavioral approach, TEACCH therapy is used as a government program in some US states and a number of European countries. The main idea of ​​the program is to ensure the formation of as many stereotypical forms of interaction with the outside world as possible. The main methodological technique is mechanistic learning. During the program, a contradiction arises between stereotyping, rigidity of learning forms and the conditions of an ever-changing world, which is resolved through the rigid structuring of time and space. Outside of this rigidly structured environment, the possibilities for adaptation are very limited, including the level of tolerance of society.

2. Daily Living Therapydeveloped in the 1960s in Japan. The method consists of three elements: establishing the rhythm of life and stabilizing emotions through a program of daily physical exercises, removing the “spirit of dependence” on the environment through group exercises; support for intellectual development through constant repetition of the same actions. In addition, the program uses traditional Japanese pedagogy techniques, declares a close connection between mental and spiritual life, prefers group forms of education, and attempts are made to develop a group spirit. The central point of the program is learning through imitation.

.The emotional-level approach was developed in the 1980s through the efforts of a group of employees of the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR. The authors (V.V. Lebedinsky, K.S. Lebedinskaya, O.S. Nikolskaya, E.R. Baenskaya, M.M. Liebling) assign the leading role in pathology to disorders of the affective sphere. The theoretical basis of the method was the concept of the level structure of the emotional regulation system of V.V. Lebedinsky. Corrective work consists of the following stages: establishing emotional contact, stimulating activity aimed at interaction, relieving fears, stopping aggression and self-aggression, and forming purposeful behavior.

Holding therapy - a method of forced retention therapy was proposed by the American psychiatrist M. Welsh in the first half of the 80s of the twentieth century. According to this approach, autism is an emotional and motivational disorder associated primarily with early traumatic experiences. As a result, the balance between avoidance and equilibrium reactions is disrupted in favor of avoidance reactions. The child’s basal trust is violated not only in close people, but also in the world around him as a whole. Holding therapy has been proposed as a method of restoring basic trust in the world. Externally, the method looks like this: the mother presses the child to herself, but in such a way that she can look into his eyes. The author of the method identifies three stages of holding: the stage of confrontation (the child resists the beginning of holding); conflict stage (the child breaks out, bites, spits, the mother calms the child, talks about her love); resolution stage (resistance ceases, the child establishes gas-to-eye contact with the mother). According to V.V. Lebedinsky, holding therapy can be used only in cases where other possibilities for helping the child have been exhausted.

The method of sensory integration, which uses sensory stimulation taking into account the child’s abilities to process sensory information. Stimulation may concern hearing, vision, touch, spatial orientation, and proprioceptive sense. For example, auditory integration therapy was developed as a means of optimizing altered sensitivity. Sensory integration helps mitigate individual difficulties inherent in autism and has a positive effect on the overall background of correctional work. It is important that sensory integration is consistent and compatible with the main correction approach.

All these methods, one way or another, rely on techniques developed within the framework of the behavioral approach. The founder of behavioral therapy is B.F. Skinner. He wrote that the basis for the formation of any skill is operant conditioning: a certain stereotype of human behavior can be formed with the help of positive and negative reinforcement. Reinforcement is a stimulus that increases the likelihood of a preprogrammed response. Skinner's research was aimed at studying conditioned combinations of negative and positive stimuli, which can be the simplest auditory, visual and tactile stimuli, as well as more complex ones, such as prestige or the possibility of personal self-realization.

Recently, auditory therapy by A. Tomatis has enjoyed great success. About 40 years ago, French otolaryngologist Alfred Tomatis made some amazing discoveries that inspired the development of the Tomatis method. This method has various names: "auditory training", "auditory stimulation" or "auditory therapy". Its goal is to retrain the individual in the listening process, which improves language learning, communication, creativity, and positively influences the individual's social behavior. The method is based on the theory of interaction between auditory perception and voice. Tomatis considers the ear as the most important organ that shapes human consciousness. Tomatis came to the conclusion that the ear not only “hears,” but the vibrations it perceives stimulate the nerves of the inner ear, where these vibrations are converted into impulses that travel through various routes to the brain. The goal is to improve the brain's ability to perceive and process a variety of information. When listening function is enhanced or restored, the brain demonstrates a more efficient ability to perceive and process signals from the environment. According to his theory, confirmed later, the fetal ear begins to function at four and a half months. The child, being in the amniotic fluid in the womb, hears a lot of sounds that become inaccessible to him after birth - the mother’s heartbeat and breathing, voice, noise from the work of internal organs. This is due to the fact that during intrauterine development the child’s ears are filled with liquid, which conducts sound much better than air; in particular, high-frequency components of sound are less attenuated in liquid. For this reason, Tomatis suggests using the mother's voice to reopen the listening process. The voice is passed through filters, reminiscent of the sounds heard by the fetus in the womb. The mother's voice is a solid foundation through which the listening process begins to form and develop, which also influences the subsequent development of language skills. Taken as a whole, this entire process is nothing more than an attempt to "reprogram" the various stages of human development through symbolic experience.

2. Organization and content of speech therapy work to develop communication skills

1 Methods for diagnosing the communication skills of children with early childhood autism

In this work, the features of the development of communication skills of children with early childhood autism were investigated, based on data obtained by Russian researchers, the works and experience of foreign scientists, as well as the methodological foundations of scientists, we conducted a survey of children with RDA. The study was interpretive in nature, so the results of the study do not claim to be strictly scientific.

The experiment involved 6 children (5-6.5 years old). In the process of examining the development of communication skills, a modified speech map developed by K.S. was used. Lebedinskaya and O.S. Nikolskaya (see Appendix A).

included:

1.The child's reaction to speech addressed to him.

2.Study of the nominative function: recognition of objects in the picture, knowledge of parts of one’s body, parts of the face, knowledge of actions (by size, shape, color).

.Understanding the grammatical forms of words: distinguishing between singular and plural nouns/verbs, understanding the meanings of diminutive suffixes, understanding prepositions.

.Exploring the understanding of attributional constructions.

.An exploration of the breadth of generalizations hidden behind the meaning of a word.

.Understanding of expanded grammatical structures.

included:

1.Study of the nominative function of speech: naming objects from pictures, finding names from descriptions, finding categorical names.

2.Identification of an active verb dictionary: naming the actions of objects based on pictures, agreeing verbs with nouns.

.Identification of the use in speech of adjectives denoting the size of objects, shape, color, taste. Agreement of adjectives with nouns.

.Identification of the use of other parts of speech in speech based on plot pictures.

Reflected speech examination included:

1.Repetition of isolated sounds and syllables.

2.Repetition of close phonemes (ba-pa, da-ta).

.Study of the ability to preserve serial series of sounds (bi-ba-bo).

.Identifying the ability to reproduce word models with different numbers of syllables with visual support (three-syllable: shovel, boots, etc., four-syllable: turtle, pyramid, etc.).

included:

1.Availability of information about the size of objects (large-small).

2.Knowledge of primary colors (comparison, matching, finding a given color in the environment).

3.Knowledge of basic geometric shapes (circle, triangle, square).

.Examination of the state of tactile sensations (hard-soft, smooth-rough, heavy-light).

5.The state of general motor skills (gait, posture, whether he walks on a full foot, whether he can jump on both legs, on one leg, whether he can stand on one leg, imitation actions).

6.State of fine motor skills (can fasten buttons, lace a shoe, tie a bow, coordinated work of both hands).

7.Hand-eye coordination.

Also, to study the development of communication skills, a questionnaire was compiled, which helped to identify the level of communication among respondents at the initial and final stages (see Appendix B).

The developed questionnaire included the following criteria:

1.Does the child respond to his name?

2.Ability to maintain eye contact.

3.Does it stop according to the instructions while driving?

.Does it fit according to the instructions?

.Is he approaching the caller?

.Does he give familiar objects upon request?

.Does he take things according to instructions?

.Does the names of objects correlate with the objects themselves?

.Does it stop its actions according to instructions?

10.Does it attract attention in an adequate manner?

11.Can you use the pointing gesture?

.Does he use the “give” gesture?

.Is he able to adequately express refusal using a gesture?

.Does the gesture use greetings?

.Does it use a farewell gesture?

.Does he use other gestures?

.Does he seek help in situations of discomfort?

To optimize the conduct of the survey, protocols were drawn up (see Appendices C and D).

2 Analysis of the results of the ascertaining experiment

The experiment involved 6 children diagnosed with RDA aged 5 to 6.5 years. All children are registered with a psychiatrist and receive regular courses of medication. Two children (Polina P. and Petya U.) do not attend preschool educational institutions. One child (Danya K.) attends a private educational institution for children with RDA. Two children (Vladik K. and Vasya M.) attend the short-stay group of MBDOU No. 214. One child (Yura S.) attends a short-term stay group at MBDOU No. 140.

Collection of anamnestic data allows us to obtain information about the psychophysical and early speech development of children with speech disorders. To obtain information, we collected a medical history and formulated conclusions based on the results of collecting anamnestic data.

From the results it became clear that four (Danya K., Vladik K., Yura S., Vasya M.) of the six children were from the second pregnancy, two (Polina P., Petya U.) from the first, it must be emphasized, one IVF child (Polina P.). The threat of early pregnancy termination threatened two children (Danya K., Polina P.), Vladik K.’s mother suffered from minor symptoms of toxicosis in the first trimester of pregnancy, Petya U.’s mother suffered from ARVI during pregnancy, in other cases (Yura S., Vasya M.) pregnancy proceeded without any special features. All six respondents had urgent births. Three subjects (Danya K., Vladik K., Polina P.) had complications during their birth: Danya K. - had to resort to resuscitation measures (he did not scream immediately); in Vladik K. - the phenomenon of ischemia; Polina P.'s mother had a caesarean section. Vladik K., Polina P., Yura S., Vasya M. are registered with a psychiatrist and neurologist and undergo regular courses of drug treatment. Delays in early speech and motor development, frequent acute respiratory viral infections and acute respiratory infections at an early age, and a delay in the rate of speech development were present in all respondents except Yura S. Also, Dani K. had a severe disorder of speech behavior, Vladik K. had convulsions due to a high temperature in the first year of life. In all children, without exception, signs of autism appeared at the age of 1.5 - 2 years, but in all of them under individual circumstances: Danya K. - after a trip, Yura S. - after DTP vaccination, the causes of the disease for the other children are not clearly delineated.

An examination of the state of impressive speech revealed that two children (Vladik K. and Petya U.) do not respond to speech addressed to them and cannot recognize familiar objects and actions in pictures. The rest require multiple repetitions. All children experience significant difficulties in understanding actions expressed by reflexive verbs and recognizing the characteristics of objects. When performing tasks aimed at understanding the grammatical forms of a word, children were unable to cope with the task of distinguishing singular and plural verbs and understanding prepositions expressing the spatial relationships of two objects. Four children were able to differentiate between singular and plural nouns and understand diminutive suffixes with extensive assistance from the experimenter. Not a single child was able to complete the task of understanding attributive and expanded grammatical structures. There is a poverty of generalizing concepts (see Figure 1).

Figure 1 - State of impressive speech (ascertaining experiment)

The Expressive Language Survey had the lowest scores. The children were unable to name the object pictures presented to them, recognize objects from their descriptions, or name generalizing concepts. In the speech of two children (Polina P. and Yura S.), there were isolated attempts to name an object from a description and name the actions presented to it in pictures (real images). They were also able to update single names of the characteristics of objects: mainly those that were emotionally significant for them (taste and size). Children are unable to agree verbs with nouns like and number. In the conversation based on the plot picture, the children’s speech did not reveal the use of other parts of speech (see Figure 2).

Figure 2 - State of expressive speech (ascertaining experiment)

The study of reflected speech revealed the possibility of updating individual sounds in the speech of four children. Two children were unable to repeat isolated phonemes after the experimenter (Vladik K. and Petya U.). Only two of the subjects (Polina P. and Yura S.) were able to repeat close phonemes with errors and with repeated repetition by the experimenter, repeat a series of syllables and reproduce word models with a simple syllabic structure (see Figure 3).

Figure 3 - State of reflected speech (ascertaining experiment)

When studying the state of the sensorimotor sphere, children showed much better results. Four children can understand the size of objects. Two children (Polina P. and Yura S.) know basic colors and geometric shapes. Four children were able to show warm and cold, heavy and light objects with errors. When performing tasks aimed at studying the state of the motor sphere, children showed the highest results. Polina P. completed all the tasks correctly, but at a slow pace, and Yura S. made isolated mistakes, but tried to correct them on his own. Vladik K. and Petya U. refused to complete the tasks in this series. The remaining children completed tasks with errors, and significant organizational assistance from an adult was required. All children were unable to complete tasks aimed at exploring fine motor skills and hand-eye coordination (see Figure 4).

Figure 3 "State of reflected speech. Ascertaining experiment"

A study of communication skills showed a low level of their development in the majority of children. All children have partially developed the ability to maintain eye contact for some time. Two children did not respond to being called by name (Vladik K. and Petya U.). Two children (Polina P. and Yura S.) were able to follow the instructions “Stop”, “Sit”. Danya K. and Vasya M. did not always follow the instructions, only partially. Two children (Polina P. and Yura S.) sometimes approached the caller, gave and took given objects according to the adult’s instructions. Only Vladik K. and Petya M. were unable to correlate the name of the object with the objects themselves. The rest of the children sometimes managed to do it correctly. None of the children participating in the experiment were able to stop acting according to the instructions or attract attention to themselves in an adequate manner. And none of them knows the pointing gesture. Only two children (Vladik K. and Petya M.) do not use the “give” gesture, while the other children use it in emotionally significant situations for them. Two children (Polina P. and Yura S.) have a fairly well-formed adequate expression of refusal using a gesture. Not a single child uses the greeting gesture, while the farewell gesture was noted in four children. Two children (Polina P. and Yura S.) revealed other gestures that they use in everyday life, for example, “I want to drink” (the thumb is brought to the lips, pointing upward). All children sometimes turn to an adult for help in situations of discomfort. Thus, a low level of development of communication skills was detected in four children. Two children (Polina P. and Yura S.) showed the lower limits of the average level of development of communication skills (see Figure 4a).

Figure 4 - State of the sensorimotor sphere (ascertaining experiment)

Thus, the examination of children revealed significant disturbances in the formation of impressive and expressive speech in children. The children coped somewhat better with tasks aimed at studying the sensorimotor sphere. The majority of children who took part in the experiment showed a low level of development of the communicative sphere. And in several children an average level of development of communication skills was revealed, where quantitative indicators correspond to the lower limits of the level.

3 Methods for developing the communicative sphere in children with RDA

Based on the results of the ascertaining experiment, 2 groups of children were organized: control and experimental. Standard speech therapy work was carried out with the children of the control group, and innovative, technical methods and techniques were used with the children of the experiment group. The duration of the formative experiment is limited to 6 months (from October to March).

Work on the formation of communication skills in children with RDA is a long and labor-intensive process, including various directions and various types of work necessary to achieve correctional, educational, training, developmental goals: speech formation, intellectual development, enriching ideas about the world around us, the formation of emotional volitional sphere and much more. But the most important and effective direction in the development of communication skills is the development of voluntary actions combined with speech. When starting to work with children suffering from autism, one should remember the danger of overloading the child’s psyche with a sharp increase in correctional and pedagogical influence.

Children suffering from autism are limited in communication both with adults and with peers, which is subsequently reflected in their self-development and self-realization in life. To correct communication skills, it is best to use play-based exercises at this age. Play in the forms in which it existed in preschool childhood begins to lose its developmental significance at primary school age and is gradually replaced by learning. And the games themselves become new at this age. Of great interest are games that adults also enjoy playing. In such games, thinking and speech are improved. Thanks to the game, the child’s personality improves:

1.The motivational-need sphere develops (a hierarchy of motives arises, where social motives become more important for the child than personal ones).

2.Cognitive and emotional egocentrism is overcome (a child, taking the role of a character, takes into account the characteristics of his behavior, his position. The child needs to coordinate his actions with the actions of the character - a play partner. This helps to navigate relationships between people, promotes the development of self-awareness and self-esteem in a preschooler ).

.Random behavior develops (by playing a role, the child strives 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 child’s abilities and creativity develop).

Based on the results of the ascertaining experiment, the main directions were determined:

1.Development of the emotional sphere.

2.Development of speech skills.

3.Development of group work skills.

The purpose of these exercises is to correct and develop communication skills in children with autism.

To optimize correctional work, games were selected that are available to parents and educators of children with RDA. Contents of game exercises:

Goal: learn to recognize and identify feelings.

Progress of the game: divide the children into pairs, invite them to try to understand each other’s mood and depict it in color.

There is a desire to increasingly acquire skills in recognizing emotions.

Before starting the game, classes were held for a long time to determine color, memorize it and differentiate different shades.

. "Express yourself"

Goal: to teach children to express their feelings and emotions.

Progress of the game: the guys must demonstrate well-known emotions: anger, irritation, resentment, amazement.

The skills to express your feelings are formed.

Previously, hard work was carried out on studying, repeating and differentiating various emotions with the help of TSO, namely computer presentations, Flash applications, games.

. "Meeting eyes"

Goal: teach children to make eye contact.

How to play: You need an even number of participants who sit in a circle, close their eyes and lower their heads down. At the signal, everyone must open their eyes, raise their head and meet someone's gaze.

Children learn to establish contacts using their gaze.

It’s not hard to guess that you won’t achieve great results with games alone. Therefore, other methods of influencing the formation of communicative functions were also actively used. For example, T.V. Bashinskaya and T.V. Friday, to create mechanisms of speech activity, they advise forming motives for speech activity, creating communicative intentions, forming internal programs of expression; also, in their opinion, the selection of lexical and grammatical means and grammatical structuring are considered necessary. To implement the above, various exercises were used that met the listed requirements. The specifics of our work in these areas were as follows: a small number of exercises were selected for each lesson, but we achieved their high-quality repetition in one lesson; the new task was divided into parts, a new element was added at each lesson, and completely worked out material was given to take home.

The exercises are based on natural activities for the child, using the abilities and capabilities he already has, activate and develop them.

In the first block of exercisesIt is necessary to build self-confidence in the child, increase his self-esteem, and establish personal contact. In the “House” exercise, we inspire the child’s trust and the necessary reaction to sound. The teacher pronounces the text and, controlling the child’s hand, performs simple exercises with the index finger of first the right, then the left hand:

Wall, wall (draw a line from the temple down to the left and right)

Ceiling (horizontal line along the forehead in a direction convenient for the hand)

Two windows , (slight movement across the eyes from top to bottom)

Door, (the child opens his mouth and shows it with his finger)

Call . (press on nose)

**the child does the exercises himself

In the “Horse” exercise, we teach you to follow the teacher’s movements and consciously imitate. The child sits on the teacher’s lap, with his back to him. The teacher’s hands are extended forward, the child’s relaxed hands lie on the teacher’s hands so that the child’s hands rest on the teacher’s fists.

On a young horse (the teacher will sharply lift his heels off the floor one by one, creating a slight shaking.)

Clack, clack, clack, clack. (For each syllable, the teacher sharply raises his fists up.)

A daring horseman gallops.

Clack, clack, clack, clack.

Horseshoes clack loudly,

Clack, clack, clack, clack.

You can't catch up with the dashing horse.

Clack, clack, clack, clack.

Dust dances across the pavement.

Clack, clack, clack, clack.

And we arrived home.

Ptru! (the teacher and the child pull the “reins” towards themselves).

Exercise "Firework"we evoke an emotion of joy from a completed task, teach how to pronounce a sound while moving. After completing each task - “a holiday with fireworks”: the fists are clenched tightly, the teacher pronounces a drawn-out sound sss, sharply unclenches his fists and continues the word “Fireworks” (the child repeats as much as possible).

In the second blocktasks, which is considered the most powerful stimulator of speech development, the expression of a request is developed. The “Give” exercise develops the need for speech. The child is allowed to play with any toy, but only with the one he asks for. The child points to the toy and makes a sound, the teacher clarifies: “BEAR?” The child points to the toy with an affirmative or negative movement of the head, imitating the words “Yes” or “No.”

In the third blockWe develop coordination of speech with movement and orientation in the body diagram. In the "Balloon" exercise, we throw up a balloon with the sound "Wow!"

You need to “hammer nails” by hitting hard with a hammer, making a sound that imitates a “thump,” in the “Nails” exercise.

We focus on different parts of the body and study the body diagram with the “Kisses” exercise. The child closes his eyes and determines where on his face the soft toy kissed him, opens his eyes and points with his finger to the place of the kiss.

In the “Top Clap” exercise we correlate onomatopoeia with movement and develop a motor reaction to the word. The teacher pronounces the text, the child performs movements and sings along with onomatopoeic words.

They stomped their feet -

Top, top, top!

Hands patted -

Clap, clap, clap!

Sit down! Get up!

They sat down again.

And then they ate all the porridge!

Yum! Yum! Yum!

With the children of the experimental group, in parallel with selected traditional methods of speech therapy correction, mainly aimed at disinhibition of speech function, a number of technical means were used:

Using a metronome at a rhythm of 60 beats per minute, which in turn activates alpha rhythms, which are integral to arousing the ideal state for learning and memory. This device worked during the entire correctional lesson, thereby enhancing the effectiveness of the pedagogical process in the speech therapy lesson.

2. The use of the directed influence of a sound generator, which made it possible to activate alpha, beta, gamma rhythms, so necessary in working with autistic people. The direction of the influence lies in the fact that each child was selected with his own frequency stimuli within certain ranges, necessary for a positive result of the previously set goal. So, for example, at a frequency of 183 Hz the brain is saturated with oxygen, i.e. activation of alpha rhythms with an amplitude of 45 - 100 µV, via sinusoidal signal. Further frequency 90 - 111 Hz we awaken endorphins, which are responsible for increasing the level of wakefulness and energy. The final stage of exposure to the sound generator is the frequency range of 5000 - 8000 Hz, which directly charges the brain. Taken together, we see that a series of directed influences from the sound generator signals prepares and disposes the child for the correctional pedagogical process.

The use of musical fragments of classical music processed in a special way (Tomatis technique).

For optimization of correctional work, a correctional lesson scheme was drawn up:

1.Organizational moment (it is necessary to establish contact, win over the child, get ready to work) - 5 minutes.

2.When exposed to a metronome at a rhythm of 60 beats per minute, alpha rhythms are activated (the device operates throughout the entire lesson - this is an integral part of excitation of the ideal state for learning and memorization), in parallel, a directed effect is carried out by a sound generator (allows you to activate alpha, beta, gamma rhythms, so necessary in working with autistic people), namely:

1)at a frequency of 183 Hz, the brain is saturated with oxygen for 5 minutes;

)The final stage of exposure to the sound generator is the frequency range of 5000 - 8000 Hz, exposure time 4 minutes, which directly charges the brain.

3.The next stage of the lesson is the correctional learning process itself. Directly aimed at developing the child’s communication skills through the use of various games and exercises, examples of which are presented above. Also during the lesson, TSO was used, namely computer presentations, applications, and games. The entire training process takes approximately 13 - 15 minutes, excluding physical education, which lasts about 2 - 3 minutes, depending on the duration of Mozart’s high-frequency composition, which, in turn, has a beneficial effect on brain activation.

This structure can be supplemented with speech material of varying degrees of complexity, depending on the speech capabilities of each child individually.

4 Comparative analysis of results

Based on the results of the formative experiment, children were re-examined using the same parameters that were used as part of the ascertaining experiment.

Repeated examination of children showed significant positive dynamics in almost all parameters. As part of the examination of impressive speech, children showed maximum results in reaction to speech addressed to them. Only one child (Vladik K.) required repetition and assistance from the experimenter when recognizing familiar objects in the pictures. The rest of the children coped with these tasks on their own, but the latent period of the response was quite long. The understanding of some grammatical forms of words (singular and plural nouns and diminutive suffixes) has improved. Difficulties were experienced in understanding prepositions expressing the spatial relationships of two objects. Slight dynamics are noted in the understanding of attributive constructions, generalizing concepts and detailed grammatical instructions (see Figure 5).

Here:

Figure 5 - State of impressive speech. Control experiment

A study of expressive speech showed insignificant positive dynamics in the activation of children's vocabulary. Children with errors were able to name a number of objects that were well known to them. In the study of verbal vocabulary, children made mistakes, but were more clearly able to name actions based on pictures. The state of the attribute vocabulary has improved. However, as within the framework of the ascertaining experiment, the use of other parts of speech was not detected in the active speech of children (see Figure 6).

Here:

Figure 6 - State of expressive speech. Control experiment

A study of reflected speech showed that all children in the experimental group were able to pronounce isolated sounds. When pronouncing close phonemes and different word patterns, only one child (Vladik K.) failed to complete the task. Polina P. tried to correct the mistakes she made on her own, and Dana K. needed multiple repetitions of syllables and words (see Figure 7).

Here:

Figure 7 - State of reflected speech. Control experiment

When repeating the study of the sensorimotor sphere of children, positive dynamics are noted in all parameters of this block of research. When studying ideas about the size of objects and knowledge of primary colors, two children (Polina P. and Danya K.) made mistakes, but tried to correct them on their own. Vladik K. needed the help of an adult to correct mistakes. He was unable to cope with the task of identifying basic geometric shapes. High results were obtained in the study of tactile sensations and the motor sphere. When performing tasks aimed at studying the motor sphere, Polina P. was able to complete the task correctly, but at a slow pace. And with significant help from the experimenter, she was able to cope with tasks aimed at studying fine motor skills and hand-eye coordination (see Figure 8).

Here:

Figure 8 - Indicators of the control experiment (experimental group)

A repeated study of the speech of children in the control group revealed the presence of insignificant positive dynamics. An examination of impressive speech revealed an improvement in the reaction to addressed speech and the state of the nominative function of the word in one child (Yura S.). Only one child showed positive dynamics when completing tasks aimed at studying the understanding of grammatical categories and the breadth of generalizing concepts (see Figure 9).

Here:I - The child’s reaction to addressed speech; II - Study of the presence of a nominative function; III - Clarification of understanding of grammatical forms; IV - Understanding attributive constructions; V - Study of the breadth of generalizations; VI - Understanding expanded grammatical

Figure 9 - Indicators of the control experiment

During a repeated study of the state of expressive speech of children in the control group, insignificant dynamics were noted in one child (Yura S.). His nominative speech function has improved. For all other children, no positive dynamics were identified (see Figure 10).

Here:I - Study of the nominative function of speech; II - Identification of active verb vocabulary; III - Use of adjectives in speech; IV - Use of other parts of speech

Figure 10 - Indicators of the control experiment

A repeated study of reflected speech did not reveal any dynamics in the children of the control group (see Figure 11).

Here:I - Repetition of isolated sounds and syllables; II - Repetition of close phonemes; III - Ability to store a series of sounds; IV - Ability to reproduce word patterns.

Figure 11 - Indicators of the control experiment

An examination of the state of the sensorimotor sphere did not reveal positive dynamics in two children in the control group (Petya U. and Vasya M.). Yura S. shows improvement in completing tasks aimed at studying the availability of information about the size of objects and knowledge of primary colors. When performing the remaining tasks of this block, no dynamics were detected in children (see Figure 12).

Here:I - Availability of information about the size of objects; II - Knowledge of primary colors; III - Knowledge of basic geometric shapes; IV - Examination of the state of tactile sensations; V - State of general motor skills; VI - State of fine motor skills

Figure 12 - Indicators of the control experiment (control group)

Comparing the results of the control experiment on the study of impressive speech in children of the experimental and control groups, it should be noted that the quantitative results of the children of the experimental group are significantly higher than those of the children of the control group. Children in the experimental group performed a number of tasks correctly, while in the control group all children showed errors when completing all tasks in this block. Only when studying the breadth of generalizing concepts, the results of the control and experimental groups were the same: one child in each group completed the tasks with errors and with extensive help from the experimenter (see Figure 13).

Here:I - The child’s reaction to addressed speech; II - Study of the presence of a nominative function; III - Clarification of understanding of grammatical forms; IV - Understanding attributive constructions; V - Study of the breadth of generalizations; VI - Understanding expanded grammatical

Figure 13 - Comparative result of the control and experimental groups

With a comparative result of the study of expressive speech, the difference in indicators is less significant, however, in children of the experimental group, indicators on the main parameters prevail. Only in both groups the use of other parts of speech in the active vocabulary of children was not revealed (see Figure 14).

Here:I - Study of the nominative function of speech; II - Identification of active verb vocabulary; III - Use of adjectives in speech; IV - Use of other parts of speech

Figure 14 - Comparative result of the control and experimental groups

Comparing the results of the study of reflected speech, it is clear that in the children of the experimental group all indicators are significantly higher than in the children of the control group. The greatest advantage is manifested in the isolated repetition of sounds, the ability to maintain serial series and reproduce words with a different number of syllables. Difficulties in reproducing close phonemes may be explained by the weakness and insufficient level of development of phonemic hearing (see Figure 15).

Here:I - Repetition of isolated sounds and syllables; II - Repetition of close phonemes; III - Ability to store a series of sounds; IV - Ability to reproduce word patterns

Figure 15 - Comparative result of the control and experimental groups

A comparative analysis of the results of the study of the state of the sensorimotor sphere revealed a significant difference in the performance of tasks aimed at studying tactile sensations and the state of general motor skills of children. A slight difference appears when examining knowledge of basic geometric shapes and hand-eye coordination (see Figure 16).

Here:I - Availability of information about the size of objects; II - Knowledge of primary colors; III - Knowledge of basic geometric shapes; IV - Examination of the state of tactile sensations; V - State of general motor skills; VI - State of fine motor skills

Figure 16 - Comparative result of the control and experimental groups

A repeated study of the development of communication skills revealed significant positive dynamics in the children of the experimental group. Children's communication skills have become significantly more stable. All children, to one degree or another, react to being called by name (Polina P. approaches, and Danya K. and Vladik S. turn their heads), sit down and take things according to instructions, use the gesture of farewell and “Give.” Two children (Danya K. and Polina P.) sometimes use the greeting and pointing gestures. Analyzing the quantitative results of the study of the level of development of communication skills of the experimental group, it was revealed that Polina P. had a high level (29 points), Dani K. had an average level (23 points), and Vladik K. had a low level (8 points). It should be noted that the quantitative indicators correspond to the upper limits of each level, whereas in the ascertaining experiment the percentage of the level of development of communication skills was lower and the quantitative indicators corresponded to the lower limits (see Figure 17).

Figure 17 - Development of communication skills (Experimental group)

A repeated study of the development of communication skills in children of the control group revealed insignificant dynamics in two children (Petya U. and Vasya M.) - a low level of development: 2 and 10 points, respectively. Petya U. did not show any positive dynamics, and Vasya M. sometimes began to respond to the instruction “Take it.” Yura S. has stable eye contact and uses the “Give” gesture. Sometimes he stops his actions according to instructions and uses a greeting gesture. Yura (21 points) has an average level (see Figure 18).

Figure 18 - Development of communication skills (Control group)

Thus, based on the results of the control experiment, significant positive dynamics were noted both in the speech of children and in the level of development of communication skills in children of the experimental group in comparison with the results of the study of children in the control group. The results of the control experiment confirm the effectiveness of the selected methods of correctional influence, implemented within the framework of the formative experiment.

Conclusion

Thus, the goal of the study has been achieved, the problems have been solved. The following conclusions can be drawn:

Autism (from the Greek autos - oneself) is a mental state characterized by a predominance of a closed inner life and active withdrawal from the outside world. Autism can be either a secondary symptom of schizophrenia or an independent nosological entity. In the latter case, it occurs in the first years of life and is called early childhood autism (ECA). In boys, the disorder develops at 3 - 4 times more often than in girls.

As a result of a theoretical analysis of the literature, it was revealed that children with RDA have a number of psychological and pedagogical characteristics that are reflected in the level of development of communication skills. In particular, they noted:

They have poor contact with both peers and adults.

Early speech development is impaired.

Coherent speech is impaired.

Almost everyone has a deviant form of behavior.

They have a number of specific problems: fears (phobias), sleep and eating disorders, the emergence of anger and aggressiveness.

Recently, auditory therapy by A. Tomatis has enjoyed great success in the rehabilitation of children with autism spectrum disorders. This method has various names: "auditory training", "auditory stimulation" or "auditory therapy". Its goal is to retrain the individual in the listening process, which improves language learning, communication, creativity, and positively influences the individual's social behavior. Overall, this entire process is nothing more than an attempt to "reprogram" the various stages of human development through symbolic experience.

As a result of the examination of children, significant disturbances in the formation of impressive and expressive speech in children were revealed. The children coped somewhat better with tasks aimed at studying the sensorimotor sphere. The majority of children who took part in the experiment showed a low level of development of the communicative sphere. And in several children an average level of development of communication skills was revealed, where quantitative indicators correspond to the lower limits of the level.

For effective speech therapy work to overcome communication disorders in children with autism spectrum disorders, three main blocks of corrective exercises were formed:

1.In the first block of exercisesIt is necessary to build self-confidence in the child, increase his self-esteem, and establish personal contact.

. In the second blocktasks, which is considered the most powerful stimulator of speech development, the expression of a request is developed.

. In the third blockWe develop coordination of speech with movement and orientation in the body diagram.

To optimize correctional work, a lesson plan has been developed, which is filled with the speech material that is available to the child.

According to the results of the control experiment, significant positive dynamics were noted both in the speech of children and in the level of development of communication skills in children of the experimental group in comparison with the results of the study of children in the control group. The results of the control experiment confirm the effectiveness of the selected methods of correctional influence, implemented within the framework of the formative experiment.

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Appendix A

Speech map of K.S. Lebedinskaya and O.S. Nikolskaya

Survey map

ü FULL NAME_________________________________________

ü Date of Birth_____________________________________________________

ü Telephone___________________________________________

ü The child’s previous attendance at preschool or school__________

ü Is the child currently attending another facility? Which?______

Ø Brief information from the anamnesis:

ü Features of early development and treatment______________

üComplaints:

.________________________________________________

2._______________________________________________

3._______________________________________________

4._______________________________________________

ü From what pregnancy _______________________, birth ___

ü Nature of pregnancy (toxicosis, falls, injuries, psychosis, chronic diseases, influenza, rubella, anemia, threatened miscarriage)

______________________________________________

ü Childbirth (early, urgent, fast, rapid, protracted, dehydrated)________________________

ü Stimulation (mechanical, electrical, chemical, none)__________

ü Scream (was, not right away, wasn’t) ____________

ü Asphyxia (white, blue_________________________

ü Birth weight ___________________, length __________

ü Discharged from the maternity hospital on ________________ day

ü Reason for the delay ________________________

Ø Early psychomotor development

ü Holds head (up to 3 months or after) ____________________

ü Sitting (up to 7 months or after) ___________

ü Walks (up to 1 year and 3 months or after) ____________

ü First teeth with ____________________

ØDiseases

ü Up to 1 year (rubella, measles, whooping cough, jaundice, pneumonia, etc.) ____________

ü After 1 year _______________

ü Infections_________________

ü Bruises, head injuries ______________

ü Convulsions at high temperatures ___________________

ü What vaccinations did the child have?______________________________

ü Was there a developmental delay?_________

ü Time of onset of autism________________

ü Left-handedness at an early age ____________

ü Delayed development of everyday skills__________________

ü Resistance to accepting help with learning___________

ü Impaired muscle tone (hypertonicity, hypotonicity)______________

ü Duration and effectiveness of massage ____________

ü Motor stereotypies (rocking in the crib, monotonous turns of the head, circling around its axis, waving movements with fingers or the whole hand)_________

ü Lack of pointing gestures, head movements (affirmation, negation), greeting or farewell gestures_______________

ü Difficulty imitating the movements of an adult_________

Ø Impressive speech examination

ü I The child’s reaction to speech addressed to him________

ü II Study of the presence of the nominative function of a word. Determine whether the child can recognize familiar objects depicted in the pictures; does the child know parts of his body, parts of his face, names of fingers; establish the names of which actions are familiar to the child;

a) in the picture the same person performs different actions

b) understanding of actions expressed by reflexive verbs (a girl washes a doll - a girl washes herself)

c) establish which names of objects are familiar to the child:

ü BY SIZE: (big-small, thick-thin, wide-narrow, high-low, etc.)______________

ü FORM: ___________________

ü BY COLOR: ___________________________________

d) determine whether the child recognizes objects by their purpose (from pictures depicting the objects in question)

ü III Finding out the understanding of the grammatical forms of the word.

a) Distinguishing between singular and plural nouns____________

b) Distinguishing between singular and plural verbs______

c) Understanding the meaning of diminutive suffixes____

d) Understanding prepositions expressing the spatial relationship of two objects ____________

ü IV Study of understanding of attributive constructions_______

ü V Study of the breadth of generalizations hidden behind the meaning of a word

ü VI Understanding extended grammatical structures________

Ø Expressive Language Test

ü I STUDY OF THE NOMINATIVE FUNCTION OF SPEECH

a) Naming the presented objects (in pictures): parts of the human body, parts of the face, items of clothing, shoes, furniture, names of animals, etc.

b) Finding names by description. What do they drink from? How is bread cut? etc.

ü II IDENTIFYING AN ACTIVE VERB DICTIONARY

a) Names of object actions (based on pictures)

b) Agreement of verbs with nouns (in number, gender)

ü III IDENTIFYING THE USE OF ADJECTIVES IN SPEECH

denoting: the size of objects; shape; color; taste; assessment of objects (clean-dirty, good-bad, etc.). Coordination of adjectives with nouns.______________________________

ü IV IDENTIFYING THE USE OF OTHER PARTS OF SPEECH IN SPEECH

(pronouns, adverbs, numerals, etc.) in conversation and based on plot pictures.

Ø Reflected speech examination

ü I Repetition of isolated sounds and syllables

ü II Repetition of close phonemes (such as: ba-pa, da-ta)

ü III Study of the ability to preserve serial series of sounds. Repeating a series of syllables like: bi-ba-bo, bo-ba, bo-ba-bi

ü IV Identifying the ability to reproduce word models with a different number of syllables with visual support (three-syllable: shovel, boots, etc., four-syllable: turtle, pyramid, puts on, etc., five-syllable: washes, dresses, etc.

Ø Examination of the state of the sensorimotor sphere

ü I Availability of information about the size of objects (large-small, larger-smaller)____________

ü II Knowledge of primary colors (comparison, matching, finding a given color in the environment)____________

ü III Knowledge of basic geometric shapes (circle, triangle, square)_______

ü IV Examination of the state of tactile sensations (hard-soft, smooth-rough, heavy-light, warm-cold)_______________

ü V State of general motor skills (gait, posture, whether he walks on a full foot, whether he can jump on both legs, on one leg, whether he can stand on one leg). Imitation actions____

ü VI State of fine motor skills (can fasten buttons, lace a shoe, tie a bow, coordinated work of both hands)______

ü VII Hand-eye coordination.__________

Appendix B

Questionnaire to identify the development of communication skills

Appendix B

Examination protocol based on the speech card of K.S. Lebedinskaya and O.S. Nikolskaya

Ascertaining experiment

Control experiment

Appendix D

Examination protocol using a questionnaire to identify the development of communication skills

Ascertaining experiment

Control experiment

Tags: Formation of communication skills in children with autism in the process of speech therapy correction Diploma in Pedagogy

Every year, the number of children with autism spectrum disorders (ASD) increases 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 issue of studying autism spectrum disorders not only a medical, but also a very serious social problem. Autism, considered as a deviation in the mental development of the individual, 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 deficiency in its communicative orientation. Communication impairments in autism vary greatly: from a complete absence of speech (mutism), to the ability to speak fluently, but have specific features of the pragmatic side of speech. Specific features of speech usually appear in the absence of a child’s reaction to addressed speech (the child does not even react to his own name); in stereotypical use of speech; in the use of ordinary words in unusual contexts; in difficulties understanding the meaning and use of concepts; inability to start and maintain dialogue; in violations of prosody; replacing pronouns; delay or cessation of speech development; violations of nonverbal communication.

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

Communication impairments in children with autism are typically caused by impairments in 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 a model; It is difficult to recognize the emotional state of other people.

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 voluntary behavior. Very often it is easier for a child to learn to do something on his own, rather than by imitation or following instructions. Quite specific for children with autism are the difficulties of mastering an action program: the difficulty of launching it independently, moving from one operation to another. Problems with learning are also the peculiarities of the sensory sphere: selectivity in clothing or food, a high level of disgust, increased sensitivity to tactile influences, various fears; inadequate reaction to failure, a tendency to refuse to perform actions when the slightest difficulties arise. An autistic child, even having mastered a skill, has difficulty transferring it to similar actions in real life.

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

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

Great importance is attached to the formation of speech and communication skills in the system of psychological and pedagogical correction of autism. Below we describe the gaming methods and techniques used in classes by teachers to develop speech and communication skills in children, generalized during the experience of working with autistic children in a combined kindergarten.

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

It is more logical to use behavioral techniques with children of groups 1 and 2, 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 conditioning (reinforcement of children's desired actions). For successful work, it is important to create motivation for communication. First, the child receives a treat, a picture, or praise for wanting to be in the office; subsequently, 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 shape a child’s educational behavior inseparably from the development of his emotional sphere. We try to start every lesson with a child with whom a trusting relationship has been formed with emotional contagion. We involve the child in the learning process with the help of special expression: “Oh, what a ball! You brought it to me! What a great fellow you are, Vanya!” We are surprised and delighted by the results of the child’s activities. We rejoice with him, clap our hands, shout: “Hurray!”

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. Organizing a situation of success makes it possible to implement the principle of an optimistic approach in correctional work with a child with developmental disabilities. 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, be able to concentrate on the child’s achievements and not notice his failures.

Finger and speech motor games are well suited for the development of the communicative sphere, as well as communication skills. The above games can be used for both speaking and non-speech children. A sufficient emotional response is caused by choral pronunciation, singing “finger rhymes” 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 while the teacher pronounces and sings poetry. At the same time, tactile games can enhance the emotional response and eye contact. So, for example, when singing the poem “Little legs ran along the path,” the teacher first “runs” his fingers along the child’s arm and back, and when the child becomes bolder, 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 and “poems with fingers” are recommended to be used in every lesson with children of the 3rd and 4th groups and in free activities. Finger games form arbitrariness of behavior, normalize the switching 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 flaccid hands, but also contribute to the development of important oculomotor coordination, form the ability to listen and understand the content of poetry, grasp their rhythm, and also develop the expressive speech of children.

Another favorite activity for autistic people is construction - it is widely used to develop communication and communication skills. It is important to give a plot meaning to a child’s games with a construction set: we teach children to build a house, a bus for the children, a garage for a car, etc. During the 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 themselves are formed, however, even attempts to establish emotional contact will be successful if the communication situation is comfortable for the child and in an accessible, completely understandable form, creates a situation of success and brings pleasant impressions to the child. It is very important that the child first gains the experience of comfortable communication, and only then, having achieved attachment, can one gradually develop more complex forms of interaction.

This is facilitated by the use of games that help establish emotional contact with others, for example: “Ladushki”, “Magpie-white-sided”, “The birds have flown!”, “Peek-a-boo”, “Sunny Bunny”, etc. These games help children master simple game actions, learn to interact with peers, develop attention and imagination, provide an opportunity to better understand and follow basic instructions, help overcome negativism, and reduce psycho-emotional stress.

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

2) play out each skill and tie it to the interests and passions of the child;

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

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

When conducting classes aimed at developing communication skills, it is recommended to first use well-known educational or gaming material; the place for classes and instructions should be familiar to the child. It is possible to complicate the material (instructions, skills) when the child has mastered the skills in full, i.e. The child performs the actions independently. Recommended techniques for developing interaction between an autistic child and adults and features of organizing activities (games) are relevant for children with any type of autism.

However, corrective, targeted work can achieve significant results, therefore, its necessity is undeniable.

These techniques may seem simple or even primitive, but when used thoughtfully and systematically, they prove their effectiveness in developing skills even in cases of severe developmental disorders.

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

The speech development of children in this group is of a specific nature, the impairments 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, and there are numerous disturbances in expressive speech.

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

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

In activities there is a tendency towards stereotypical and limited types of interests.

Based on the results of systematic correction work, we obtained the following results:

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

The dynamics of development are fragmented 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 require a longer correctional effect and it is impossible to predict the timing of functional recovery. Development is inconsistent and uneven. The degree of development and its qualitative characteristics will not correspond to normal indicators, since the peculiarities of the mental development of children with this developmental pathology persist throughout their lives.

However, corrective, targeted work allows us to achieve some results, therefore, its need is undeniable.

Many techniques may seem simple and even primitive, but when used thoughtfully and systematically, they prove their effectiveness in developing skills even in cases of severe developmental disorders.

Communication occurs when one person sends a message to another person, verbally or non-verbally. Communication occurs when two people, for example an adult and a child, respond to each other - this is two-way communication.

Most children with ASD (autism spectrum disorder) have problems communicating with others. This is because for successful communication, a child must respond to other people when they are addressed, as well as initiate communication on their own. Although many children with ASD are capable of doing this if they want something, they typically do not use communication to show something to another person or to establish social contact with them.

It is very important to remember that communication and communication do not necessarily include language and speech. Most children with ASD have a speech delay or avoid using speech to communicate. Therefore, it is very important to use other methods of communication before the appearance of speech, and the use of language will follow them.

Understanding the communication of a child with ASD

Very often, parents or other people around a child with ASD begin to feel that they are not at all capable of communicating and interacting with the child, and they do not understand what to do. It may seem that the child does not hear what is said to him at all, he does not respond to his name and/or is indifferent to any attempts at communication. However, everyday opportunities and play can be used to encourage communication and interaction in a child with ASD.

First of all, it is necessary to observe the child’s communication in order to determine his strengths and weaknesses in communication. For example, if a child does not use speech or any sounds to communicate at all, then it is recommended to start using gestures in communication with the child, and not just speech. A child with ASD may use various methods of communication in addition to speech: crying and screaming; using an adult's hand to take a desired object; glance at the desired object; extending a hand; reference to picture and echolalia.

Echolalia is the repetition of words spoken by another person and is a common feature of children with ASD. Initially, when a child begins to use echolalia, he simply repeats someone else's words without understanding them and without any communicative intent. However, the appearance of echolalia is a very good sign. This indicates that the child's communication is developing, and over time the child will be able to use the repetition of words and phrases to communicate something meaningful. For example, a child can remember the words that are said to him when his parents ask if he is thirsty. Later he may use these words in another situation to ask his own question.

For successful communication with a child with ASD, it is important not only to understand what his personal communication is, it is important to understand why he resorts to communication. If you understand your child's communication goals, you can help your child find new methods and reasons for communication.

There are two main reasons for communication:

Unintentional communication: when a child says or does something without intending that it will somehow affect other people. This type of communication can serve to calm the child, promote concentration, or be a reaction to a sad/happy experience.

Intentional Communication: when a child says or does something to convey a message to another person. This type of communication can express a protest against other people's demands or a request. Intentional communication becomes easier for a child once he understands that his actions affect other people. For a child with ASD, the transition from unintentional to intentional communication is a huge leap forward.

Sussman (1999) suggests that it is helpful to view children with ASD along a continuum of intentional communication, where at one end of the continuum there are children who primarily use communication to get what they want, “while at the other end are children who communicate for many reasons, such as asking questions, making comments, or simply communicating."

Four different stages of communication

The stage of communication a child has reached depends on three things:

His ability to interact with another person.

How and when he resorts to communication.

His understanding of communication.

The first stage is the stage of self-sufficiency

At this stage of communication, it seems that the child is not at all interested in the people around him, he tries to play alone. His communication may be largely unintentional. It should be emphasized that in most cases, ASD is diagnosed in children at this stage.

The second stage is the stage of requests

At this stage, the child begins to realize that his actions have an impact on other people. He is likely to use communication to tell an adult what he wants and what he likes. To do this, he can push or lead the adult to the desired objects, places or games.

The third stage is the stage of early communication

At this stage, the child's interactions with others last longer and become more intentional. The child develops an echo of other people’s words, which he uses to communicate his needs. Gradually, the child begins to point at objects to show the adult what he wants, and also begins to shift his gaze. This shows that the child is beginning to engage in two-way communication.

Fourth stage – partner stage

When a child enters this stage, his communication becomes more effective. The child begins to use speech and becomes able to carry on a simple conversation. Although a child may appear confident and competent when communicating in a familiar environment (for example, at home), he or she may have communication problems in unfamiliar territory (for example, a new kindergarten or school). It is in such situations that a child may resort to memorized phrases from others and it may seem that he is ignoring his communication partner, interrupting him and violating the rules of turn in conversation.

How adults can influence the communication of a child with ASD

Take on the role of not only a helper, but also a teacher

When a child is unable to communicate his needs, adults may be tempted to do everything for him. For example, bring his shoes and tie the laces. However, if you do this, you will reduce the number of opportunities when the child can do something on his own. If the child is still at the stage of self-sufficiency, then it is especially difficult to determine what the child can and cannot do. In such a situation, it is always better to ask the child if he needs help, then wait, then ask a second time, and only then start helping the child.

Instead of letting your child do things alone, encourage them to do things with other people.

It can be tempting to believe that a child is simply expressing his independence when he shows no interest in interacting with an adult. However, it is extremely important that the child learns to communicate and therefore should not be left to his own devices.

The main trick is to persistently try to join in any activity that the child is interested in, for example, if he plays with a rope or takes toys out of a box and puts them back. Even if the child reacts to such attempts to join with anger and aggression, keep trying. Anger is also a type of communication, and it is better than no communication at all. As communication continues, the child may eventually realize that interacting with another person can be associated with fun.

Take your time, pause, give your child the opportunity to communicate

Caring for a child with ASD is hard work and takes a lot of time. Often, an adult has a desire to rush a child who is performing everyday tasks, such as eating breakfast or getting dressed. However, it is useful for a child with ASD to give a few extra minutes to complete such tasks - he needs extra time to become aware of what is happening around him and to think about what he can say during such activities.

When playing with your child, take on the role of a partner, not a leader.

As the child becomes more competent in communication, he needs less and less guidance. If you ask your child too many questions or suggestions, it will become difficult for him to initiate his own conversation. It is important to follow the child and respond to what he himself does.

Give your child positive feedback

It is very important to reward the child for any attempts to understand and communicate. If you do this, you will increase the likelihood that your child will try it again. You can use simple descriptive phrases that comment on the child's achievements. In this way, the child will be able to establish a connection between his own actions and your specific words.

Give your child with ASD a reason to communicate.

If a child with ASD easily gets everything he needs, then he has no reason to communicate and communicate. Therefore, in many cases it is necessary for the adult to artificially create situations in which communication will be necessary for the child to get what he wants, and this will facilitate communication.

Encouraging requests

To do this, you can place your favorite toys/food/videos in places where the child can see them, but cannot reach them, for example, on a high shelf. An alternative is to place your child's favorite item in a container that is difficult for the child to open, such as a jam jar or ice cream container. This will encourage the child to ask for help and lead to communication between the adult and the child.

Give your child a toy that is difficult to play with independently.

Toys that are complex or require pressing to make them work may be challenging for a young child, but may also be of interest to them. Once your child is given a toy/game, give him time to figure out how to use it. When the child begins to feel irritated because he cannot make the toy work, an adult comes up and helps him. Similar toys include jack-in-the-box, spinning tops and music boxes.

Play with your child with toys of “increased interest”

Toys of high interest include balloons and soap bubbles because they can easily be adapted to accommodate multiple people. Simple games such as blowing up a balloon and then letting it fly into the air can be a lot of fun for your child. Inflating the balloon halfway and waiting for your child's reaction before inflating it all the way is an easy way to encourage interaction between adult and child. A similar effect can be achieved using soap bubbles - blow a few bubbles towards the child, and as soon as you manage to attract his attention, close the container with the liquid and wait for the child's reaction before blowing new bubbles.

Give items gradually

If a child immediately gets everything he wants, then he has no reason to ask an adult for anything else. Limiting the amount of food/toys you give your child will give him the opportunity to express his wants and needs. For example, if your child wants a cookie, break the cookie into small pieces and give him only one piece, then give him another as soon as he communicates the desire.

Let the child decide for himself when to stop this or that activity.

If your child is participating in an activity with an adult, continue the activity until the child indicates that it needs to stop. Watch for grimaces of dissatisfaction or when the child pushes away the objects for the activity. In this case, the child was forced to report that he was ready to stop the activity. If your child does not use language to indicate that he is finished, accompany his nonverbal communication with words such as “that’s it” and “that’s enough.” Such support will encourage the child’s speech development.

Increase communication by following your child

It is very important to follow the child rather than lead him. This will allow the child to be communicative when doing something with another person and will increase their amount of communication. If a child plays a leading role in his activities, he will pay more attention to the activity, this will teach him to focus on one thing and make independent choices.

If you are following a child, the best position is for the adult to be face to face with the child, so the adult can easily observe what the child is interested in. This will also help teach your child to make eye contact, something that a child with ASD usually has difficulty with. It is also important to be on the same visual level as your child - this will allow him to observe the various facial expressions on your face that are used during communication. It is often difficult for a child with ASD to catch nonverbal communicative behavior during a conversation, and therefore it is important to draw his attention to nonverbal signs as early as possible. One can hope that over time the child will get used to the fact that an adult is playing with him at the same level, and he will begin to count on the presence of an adult, and will even call him to play.

To develop two-way communication, it is useful to imitate the child’s actions and repeat his words. For example, if a child hits the table with a spoon, and an adult begins to do the same, then the child is likely to pay attention to the adult. The same idea can be used for the sounds a baby makes or the baby's sensory behaviors, such as shaking hands or spinning in place. Once the child establishes that the adult is imitating his actions, he can begin to imitate the adult in response. This creates the opportunity to add something new to communication that the child will repeat.

If a child with ASD is not interested in playing with any of the offered toys or prefers to line up the toys rather than play with them, then there are still opportunities for communication and communication in this situation. For example, if a child places his cars in one line, then an adult can join the child and give him the next car. Thus, the adult has his own role in the game, and the child has to include him in his activities. If a child is only interested in throwing toys on the floor, then an adult can collect the toys in a basket and then give them back to the child so that he can scatter them again. Thus, a pattern of communication and communication with the child is established.

How adults can help a child with ASD better understand what is said to him.

A child with ASD has difficulty processing information. This happens because it is difficult for him to understand the world around him. Even when a child with ASD understands a situation, he may still not understand the words that accompany the situation. Sometimes adults only think that the child understands their words, since he follows the instructions given to him. However, a child may simply know what to do in a certain situation, regardless of verbal instructions, simply because he has performed these actions many times in the past.
There are several methods that help a child better understand what other people are saying to him.

Speak as little and as slowly as possible

Adults should limit the number of words they use to communicate with a child, but the words should be enough to convey all the necessary information. In each specific situation, highlight the key words and focus on them.

Repeat keywords and emphasize them with accompanying gestures, such as pointing to an object that represents the keyword. Sussman (1999) uses the following tip to help adults remember how to help a child with ASD understand language:

"Less words, more accents, speak slowly and show!"

If the child has only recently begun to use speech for communication, then the adult should use single words to communicate with the child. For example, simply designate the child’s favorite toys and food. If you use this type of communication, it is very important to immediately give the child what you have indicated. If the child’s attention switches to something else, the word will lose its meaning for him.

It is necessary to pause between spoken words and sentences. This will give the child with ASD time to process what exactly they have been told. The adult should use pauses so that the child has time to process the spoken information and also think about his answer.

Using gestures to accompany speech also encourages the child to understand what is being said. For example, when offering a child a drink, an adult should make a gesture pretending that he is holding a glass and drinking. The same can be done if you are talking about food. For the same purpose, you can use exaggerated facial expressions, as well as gestures - nodding your head when saying “yes,” shaking your head when saying “no,” waving your hand when saying “hello” and “bye.” When you talk to your child about other people, for example, “grandma stays here,” it is better to simultaneously point to the photograph of the person you are talking about with the child.

Other visual techniques can also increase comprehension, including picture schedules, pictures, cue cards, and picture sequences.

Means of auxiliary and alternative communication (ACC)

Augmentative and alternative communication (AAC) is any form of language other than speech that facilitates social communication for a child. There are a huge number of VAK devices for children who cannot speak, because these children themselves are very different from each other. Therefore, it is very important that the decision to select a HAC for a particular child is the result of a team effort, when the HAC is assessed jointly with the child’s parent before any decision is made. Criteria for selecting a VAC device include the child's cognitive and motor skills, learning style, communication needs, and reading ability.

The use of VAC devices can be extremely effective for children with ASD. If a child with ASD has never spoken, he may resort to aggressive and problematic behavior because he has no other means of communicating his desires and feelings. The use of a VAC device will provide such a child with a way to socially communicate with others. If it has been decided that a VAC device is suitable for a given child, then it is the responsibility of all people in his environment to model the communication system.

There are different types of VAC that are appropriate for a child with ASD, including:

PECS - Picture Exchange Communication System (Frost and Bondy, 1994)

Sign language

Interactive communication boards

Communication
cue cards

Books of conversations

Communication devices with speech synthesizer

Sign language

There are several sign language systems, such as American Sign Language, British Sign Language, Makaton (TM), Paget Gorman Signed Language (TM), and Precise Signed English. With a child with ASD, sign language is usually used as part of a total communication approach.

Total Communication is the simultaneous combination of speech and gestures. Thus, the child is provided with a single model of language, which is reproduced in two modalities simultaneously. The total communication approach helps emphasize the meaning of key words in an adult's speech, and this contributes to a better understanding of the language.

Interactive communication boards

Interactive communication boards are visual symbols that are organized by topic. These boards can come in different sizes and formats depending on the activity and situation in which they are needed. Boards can be either portable or stationary, with one board constantly standing in the same place. The selection and organization of visual symbols are designed to motivate the child and improve his functional communication.

Cue cards

Cue cards are primarily used with verbal children. They are needed to remind the child what to say and to provide him with an alternative means of communication. Typically, such cards consist of one or two messages, which are depicted in the form of a picture and duplicated in the form of written speech. Essentially, the cards replace verbal cues. For this reason, such cards are especially useful for children who are accustomed to relying on oral prompts from adults. Cue cards work well in situations where a child with ASD needs to be told something while under stress.

Books of conversations

A conversation book may consist only of pictures, or it may include recordings of conversations about everyday topics. The purpose of such a book is to improve conversation skills. The topics of various conversations are organized into a small book, wallet, or similar and used during an actual conversation with an adult. It is very important that the content of the book is age-appropriate, and that all the topics of conversation in the book have real meaning in the child’s life. You can make the book feel realistic by using photographs of surrounding places and people - this works especially well with young children. Conversation books help children organize conversations. They visually illustrate the exchange taking place and help keep the conversation on the general topic.

Communication devices with speech synthesizers

Speech synthesizer devices can give "voice" to nonverbal children with ASD. A team of professionals can determine the most suitable technology for the child. After choosing a device, you will need to determine the working vocabulary, the design of the device, the size of the symbols and the main situations that motivate the child to use the device. There are many similar devices, including some that are simple for people who don't understand visual symbols. In order to use such a device, the child must understand cause and effect. One of the popular devices for these purposes is BIGmack (TM).

When VAC, social support, organizational support, and instruction with visual cues are combined, social communication and communication can be significantly improved among children with autism.

Chapter 1 Theoretical substantiation of the problem of development of communicative abilities of preschool children: normally developing and with autism spectrum disorders

1.1. Psychological essence of communication abilities

1.2. Features of communication abilities in preschool children: normally developing and with autism spectrum disorders

1.3. Analysis of psychodiagnostic tools to identify features of the development of communicative abilities in preschool children

1.4. Peculiarities of correctional work of a psychologist in cases of developmental disorders of communication abilities in preschool children with autism spectrum disorders 68 Conclusions on the first chapter

2.1 Organization and conditions for identifying characteristics of communication abilities in preschool children with autism spectrum disorders

2.2. Areas of correctional work of a special psychologist that promote the development of communication abilities in children with autism spectrum disorders

2.3. Analysis of dynamic changes in the development of communication abilities in the process of correctional work and assessment of the dynamics at the control stage of the experiment

Conclusions on the second chapter

Recommended list of dissertations

• Formation of communication skills in children with childhood autism 2005, Candidate of Pedagogical Sciences Khaustov, Artur Valerievich

• Formation of play skills and emotional-perceptual sphere in children 5-7 years old with autism spectrum disorders through physical education 2012, Candidate of Psychological Sciences Solomko, Alla Dmitrievna

• Features of self-awareness of five-year-old children with early childhood autism 2008, Candidate of Psychological Sciences Probylova, Vera Stepanovna

• Features of the internal action plan in 6-year-old children with mental retardation 2000, Candidate of Psychological Sciences Troitskaya, Irina Yurievna

• Features of anxiety-phobic states in children with various types of dysontogenesis in conditions of adaptation to a preschool institution 2006, candidate of psychological sciences Vasilyeva, Elena Viktorovna

Introduction of the dissertation (part of the abstract) on the topic “Features of the development of communication abilities of preschoolers with autism spectrum disorders”

The relevance of the problem and research topic at the social level is determined by the significantly increased number of children with distorted mental development in general and autism spectrum disorders (ASD) in particular over the past decades; in addition, there is a tendency to increase the frequency of this developmental disorder. At the same time, in the conditions of humanization of society, these children, previously considered unteachable, are included in the education system and adapt to it more or less successfully. The rights of children with disabilities to receive an education adequate to their psychophysical capabilities are guaranteed by the following federal legislative acts: the Law of the Russian Federation “On Education”, the national doctrine of education in the Russian Federation until 2025, the concept of modernization of Russian education for the period until 2010 and etc. Accordingly, while ensuring state guarantees of accessibility and equal opportunities to receive a full-fledged education for each child, society as a whole and the education system in particular are faced with the question of 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 clinical level is determined by the fact that until recently, ASD was considered as a clinical problem. This term, as well as the opinion about the need for specially organized assistance for children with this type of dysontogenesis in Russian psychology, was first voiced in the works of G. E. Sukhareva (autistic disorders in childhood schizoidia, 1955). The category of children with ASD was studied by the following researchers: V. M. Bashina, S. A. Morozov, L. Kanner, M. Rutter, etc. In modern psychology, the term ASD is used primarily by foreign authors, in particular, in the DSM classification - IV, as well as in the works of K. Gilberg, JL Wing, Y. Friz, etc. In Russian psychological science, this term is found in the studies of such authors as D. I. Klimas

2008), M. N. Shipunova (2008), is widely used in practical activities in the publications of the Dobro Center (Moscow): its director, S. A. Morozov, and employees. The term ASD is the most general for the category of children with autistic dysontogenesis and combines both classic variants of autism and milder autistic disorders. The information presented in the works of the above scientists formed the basis for understanding ASD in this study.

At the psychological and pedagogical level, the relevance of the problem and research topic is determined by the fact that at present ASD is becoming not only a clinical problem, but, first of all, a psychological and pedagogical problem due to the increasing requests from parents for the introduction into the educational space of categories of children previously recognized as unteachable . The basis of a child’s adaptation to the requirements of society and the micro-team of an educational institution is communication and its basic components - communicative abilities. Almost all researchers of the phenomenon of ASD (E. R. Baenskaya, M. M. Liebling, O. S. Nikolskaya, U. Frith, L. Wing, etc.) emphasize that one of the main disorders that impedes successful development, adaptation and socialization a child with this type of dysontogenesis is insufficient development, as well as, according to some data (E. S. Ivanov, V. Bettelheim, etc.), a lack of need and ability to communicate, manifested in the form of: avoidance of contact, lag or lack of conversational speech, inability to start or maintain a conversation, lack of dialogue forms of interaction, lack of understanding of one’s own and others’ experiences, disharmony of cognitive development and other specific features. Thus, an educational institution faces the need to create conditions for the development of the communicative abilities of children with ASD in order to successfully adapt there.

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 and their relationship with other aspects of personality were considered (G. M. Andreeva, A. A. Bodalev, G. S. Vasilyev, E. A. Golubeva, M. S. Kagan, A. A. Kidron, A. A. Leontiev, A. N. Leontiev, etc.). In educational psychology, theoretical and practical research was carried out on the peculiarities 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. Ulienkova). 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, and cognitive impairment (E. E. Dmitrieva, I. V. Kornilova, D. S. Kazarova, E. Yu Medvedeva, T. A. Shalyugina, etc.). Only one study was able to find a study of the development of communication skills in children with early childhood autism (A. V. Khaustov, 2005).

Thus, the relevance of developing communicative abilities in preschoolers with ASD becomes most acute not only due to the need to include this category of children in preschool and then school education, but also due to the insufficiency of scientifically based organizational and psychological conditions for this.

At the scientific and practical level, the relevance of the problem and research topic is determined by the discovered discrepancy between parallel ongoing research in the field of fundamental psychological science and practice. Thus, theoretical studies examine the development of the communicative sphere of a person’s personality as a whole, the structure of his communicative abilities; in practical ones, attention is paid to problems of communication (but not communicative abilities), mainly in relation to children with normal mental development or mild forms of dysontogenesis. In relation to preschoolers with ASD, theoretical and practical information about the peculiarities of the development of their communicative abilities has been practically not found. Foreign authors describe diagnostic tools for studying the communication skills of this category of children (the methods have not been translated into Russian and are discussed in the works of M. Rutter, U. Frith, L. Wing); in domestic special psychology there are a number of scientific and practical studies devoted to speech development , everyday skills, organization of cognitive and play activities of preschoolers with ASD, as well as the development of communication skills in children with autism (M. Yu. Vedenina, S. A. Morozov, JL G. Nurieva, O. S. Nikolskaya, A. V . How-stov). At the same time, in the scientific and methodological psychological and pedagogical literature there is a shortage of studies devoted to the problems of diagnosing and creating conditions for the development of communicative abilities of preschoolers with ASD.

Thus, the analysis of clinical and psychological-pedagogical literature, as well as the study on this basis of the experience of psychological work with preschoolers with ASD in the system of general and special education in our country, made it possible to identify a number of inconsistencies between: the developing system of institutions (both state and non-state) to provide psychological and pedagogical assistance to children with special educational needs and the lack of necessary forms of state support for preschool children with ASD, as well as their parents (and/or persons replacing them); the amount of scientific data on the communicative abilities of normally developing preschool children and the psychological forms of work that contribute to their development, and the almost complete absence of such in relation to preschoolers with ASD; a growing trend in society when a family seeks to realize the rights of their child to receive effective psychological and pedagogical assistance (developmental, correctional) and the absence of an executive mechanism that implements this right in the required volume and appropriate quality.

The discovered inconsistencies in both theoretical and practical plans determined the research problem, which lies in the theoretical justification, development and implementation in practice of effective areas of correctional psychological work that contribute to the development of communicative abilities in preschoolers with ASD.

The relevance of the research problem and the presence of inconsistencies made it possible to formulate the research topic: “Features of the development of communicative abilities of preschool children with autism spectrum disorders.”

Purpose of the study. Development and testing of directions for correctional psychological work that creates conditions for the development of communicative abilities in preschoolers with ASD, based on taking into account the characteristics of the state of their cognitive and communicative spheres in the process of the leading type of activity (play).

Object of study. Communicative abilities of preschool children with ASD in the context of the characteristics of their communicative-affective and cognitive spheres.

Subject of study. Determination of features of the development of communicative abilities of preschoolers with ASD during the diagnostic and correctional process.

Research hypothesis: given the fact that all children without exception have communicative abilities (according to the unity of patterns of normal and abnormal development), we assume that preschoolers with ASD also have a certain level of their development, but this level is determined by the state of cognitive and communicative-affective spheres of the named category of children and reveals itself to the greatest extent in the process of the leading type of activity (play). Most likely, the directions of psychological correction work will depend on the typological characteristics of preschoolers with ASD, including the level of development of communicative abilities and the characteristics of the state of the communicative-affective sphere.

In accordance with the purpose, object, subject and hypothesis of the study, the following tasks were solved:

1. Analysis of clinical and psychological-pedagogical literature on the research problem.

2. Theoretical and practical justification for studying the state of the cognitive and communicative-affective sphere of preschoolers with ASD in the process of the leading type of activity (play) to determine typological groups in the experimental sample of subjects and determine the level of development of their communication abilities.

3. Development and testing of directions for correctional psychological work that promotes the development of communicative abilities in preschoolers with ASD, taking into account typological groups and the corresponding level of development of communicative abilities in children.

4. Analysis of dynamic changes and assessment of the effectiveness of correctional psychological work that promotes the development of communicative abilities in preschoolers with ASD at the control stage of the study.

5. Development of methodological recommendations for specialists working with preschool children with ASD, and parents (and/or persons replacing them) of these children, based on the results of the study and the experience gained in working with this category of children.

The methodological basis of the study was the activity approach to the study of mental phenomena (A. N. Leontiev, S. L. Rubinstein); 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. Rubinstein); model of level organization of the emotional regulation system (V.V. Lebedinsky et al., 1990, M.K. Bardyshevskaya, V.V. Lebedinsky, 2003); theory of communication by M. I. Lisina; theory of abilities by B. M. Teplov; concepts of the development of communicative abilities by G. S. Vasiliev and A. A. Kidron; 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 communicative disorders arising as a result of 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 study assumed a phased nature and the use of appropriate research methods:

Theoretical: selection, study and analysis of clinical and psychological-pedagogical literature on the research problem;

Empirical: included and non-involved, longitudinal types of observation, conversation, interview, collection of anamnestic data, analysis of documentation on children;

Experimental: ascertaining, formative (correctional and developmental), control stages of a psychological experiment.

Methods of mathematical statistics (Pearson's x-test and Student's t-test).

Scientific novelty of the research:

New data have been obtained on the characteristics of communication abilities in preschoolers with ASD;

The identification of typological groups of preschool children with ASD and the determination of the level of development of their communicative abilities are scientifically substantiated;

The directions of effective correctional work of a special psychologist, promoting the development of communication abilities in preschoolers with ASD, are determined, based on experimental activities.

Theoretical significance of the study:

The use of the concept of “autism spectrum disorder” (ASD) in relation to preschool children in the study is justified from a theoretical point of view;

The criteria are theoretically explained and systematized to identify the level of development of communicative abilities in preschoolers with ASD;

The psychological and pedagogical characteristics of preschoolers with ASD are presented in accordance with the typological group and the level of development of communicative abilities;

The introduction of the section “Assessment of the development of communicative abilities” into the “Map of the development of preschool children with ASD” is theoretically justified;

An algorithm for determining the directions of psychological work that promotes the development of communicative abilities in preschool children with ASD is substantiated in the process of testing it under experimental conditions.

Practical significance of the study:

A psychodiagnostic approach to determining typological groups of preschoolers with ASD and assessing the level of development of their communicative abilities can be repeated, if necessary, in similar conditions and give similar results in relation to children of this category;

The proposed areas of correctional psychological work that promotes the development of communication abilities in preschoolers with ASD, with appropriate modification, can be used in working with other categories of children who have disorders of the emotional-volitional sphere, as well as with normally developing preschoolers;

The “Development Map of Preschool Children with ASD” presented in the appendix can be used as teaching material when working with this category of children;

Theoretical and practical materials contained in the dissertation research will be useful to teachers and students of universities preparing personnel for the special education system, employees of the advanced training system, related specialists (medics, clinical psychologists and social educators), practical workers of institutions serving this category of children , parents (and/or persons replacing them) of preschoolers with ASD.

Research base. In accordance with the hypothesis and objectives, the course of the study was determined, which consisted of three stages (September 2002-November 2008): initial, main and general-analytical. The experimental study was conducted on the basis of the Municipal educational institution of additional education for children of the children's health and educational center "Psychological and pedagogical assistance "Family and School" (MOU DOD TsSS) in Yekaterinburg. 40 preschool children with autism spectrum disorders aged 3-7 years took part in the experimental work at the ascertaining stage of the experiment and 19 preschool children at the formative and control (two years after the start of work with the child) stages.

Approbation and practical implementation of the results of the dissertation research was carried out through: participation in scientific and practical conferences: regional (Ekaterinburg, 2002, 2007, Novouralsk, 2004, 2007, 2008), All-Russian (Ekaterinburg, 2006), international (Ekaterinburg, 2006); publications of the main provisions and results of the study: in publications included in the register of the Higher Attestation Commission of the Morphology Department (Chelyabinsk, 2008, St. Petersburg, 2008), in collections of scientific papers (Ekaterinburg 2002, 2003, 2004, 2006, 2007, 2008, Novouralsk, 2004, 2007, 2008, Biysk, 2008), scientific and methodological journals (Ekaterinburg, 2002); discussions at meetings of the Department of Special Psychology of the Institute of Special Education of the USPU (Ekaterinburg, 2007, 2008); discussions at methodological associations of psychologists, speech therapists and defectologists of the Municipal Educational Institution of Children's Educational Institution Central Secondary School of Yekaterinburg, in the practice of which the proposed areas of work were introduced, at regional pedagogical readings (Ekaterinburg, 2004), district and city seminars and round tables on issues of abnormal development children and personal socialization (Ekaterinburg - 2005, 2006, 2007). The results obtained were used by the author in the process of delivering lectures to students of the Faculty of Correctional Pedagogy of the Institute of Special Education of the Ural State Pedagogical University, as well as to students of advanced training courses at the Center for Childhood Problems.

The validity and reliability of the research results are ensured by: original theoretical and methodological approaches based on classical and modern achievements of psychological and pedagogical sciences; selection of methods adequate to the purpose and objectives of the study; reproducibility of experimental work, qualitative and quantitative analysis of the results of the work, including the use of methods of mathematical statistics; as well as the personal participation of the author at all stages of the research.

Limitations of the study:

The objectives of the study do not include tracking the age dynamics of the development of communication abilities in preschool children with ASD;

This study does not imply a comparative analysis of the effectiveness of various areas of work on developing the communicative abilities of preschoolers with ASD.

Provisions submitted for defense.

The directions of correctional psychological work that promotes the development of communicative abilities in preschoolers with ASD are determined after: assessing the state of the cognitive and communicative-affective spheres in children in the process of the leading type of activity (play); identifying typological groups of preschoolers with ASD based on the relationship between the state of the cognitive and communicative-affective spheres in children in the context of general development; determining the level of development of communication abilities in preschoolers with ASD and correlating it with the typological group;

The effectiveness of correctional psychological interventions that promote the development of communication abilities in preschoolers with ASD indicates the predictive value of those correctional and developmental programs that were used in areas of work with children, which is confirmed by methods of mathematical statistics.

Structure and scope of work. The work consists of an introduction, two chapters, a conclusion, a list of references (162) and four appendices. The work is illustrated with 5 tables, 2 diagrams and 2 histograms.

Similar dissertations in the specialty "Correctional Psychology", 19.00.10 code VAK

• Formation of communication skills of preschool children with mental retardation in the process of theatrical games 2004, candidate of pedagogical sciences Popovichev, Alexander Vasilievich

• Features of the emotional development of children of senior preschool age with visual impairment 2010, candidate of psychological sciences Fedorenko, Yulia Viktorovna

• Formation of social and communication skills in children of senior preschool age with mental retardation 2007, candidate of pedagogical sciences Lokteva, Elena Valerievna

• Formation of communicative activity in children of senior preschool age with general speech underdevelopment 1998, candidate of pedagogical sciences Pavlova, Olga Sergeevna

• Improving correctional and speech therapy work with preschoolers with general speech underdevelopment in terms of the development of language ability 2001, candidate of pedagogical sciences Miklyaeva, Natalya Viktorovna

Conclusion of the dissertation on the topic “Correctional Psychology”, Bessmertnaya, Yulia Vladimirovna

Conclusions on the second chapter

1. The results of the ascertaining experiment aimed at studying the communicative abilities of preschoolers with ASD showed that all children in this category have communicative abilities, while there are different levels of development of their components and these abilities in general, as well as different mastery of cognitive activity.

2. Preschoolers with ASD are characterized by difficulties understanding other people (impaired gnostic component of communication abilities); difficulties in adequate self-expression and transmission of information (impaired expressive component); difficulties in the process of maintaining interaction and mutual exchange of information (violations of the interactional component of communication abilities). Also impaired are such auxiliary components of communicative abilities as sociability (insufficient need for communication), empathy (children find it difficult to understand the feelings of another person, and, therefore, show sympathy), socio-psychological adaptation (insufficient understanding of the interrelations of the surrounding world and rapid exhaustion cause violations behavior in various social situations), speech development (all preschoolers with ASD have violations of the grammatical structure of speech).

3. Preschoolers with ASD are characterized by different levels of mastery of cognitive activity (from the ability to solve age-appropriate intellectual problems to severe impairment of cognitive functions with an extremely low ability to perform cognitive tasks).

4. In the process of an experimental study of the characteristics of the development of communicative abilities and the cognitive sphere of preschoolers with ASD, 3 groups of children were identified depending on the ratio of cognitive and communicative-affective development and the level of development of communicative abilities: children with a significantly less developed communicative-affective sphere compared to cognitive development; children with unexpressed impairments in the communicative-affective sphere, but pronounced impairments in the cognitive sphere; children with pronounced disorders in both the communicative-affective and cognitive spheres.

5. Taking into account 3 identified typological groups of preschool children with ASD, areas of work of a special psychologist were developed and tested to promote the development of communicative abilities of preschoolers with ASD: non-directive individual, promoting the development of play activities; individual directive for the correction of cognitive impairments; directive individual, promoting the development of cognitive and play activities and the formation of a “student position”; mixed group, promoting the development of interaction and the ability to work in a group.

6. Summarizing the results of the work using various areas of the psychologist’s activities that promote the development of communication abilities, it can be noted that the effectiveness depends, first of all, on the depth of the child’s autistic disorders. The dynamics of the development of the communicative abilities of preschoolers as the gradual formation of new formations in the communicative-affective sphere of personality in all groups of children is quite similar.

7. Analysis of the dynamics of the development of communicative abilities of preschoolers with ASD by typological groups allows us to note the following results of the work: preschoolers of the first group (the level of development of communicative abilities is lower compared to cognitive activity) at the diagnostic stage were characterized by low and below average levels of development of communicative abilities. At the control stage, all children in this group had an average level of development of communication abilities. Preschoolers of the second group (the level of development of communication abilities is higher compared to cognitive activity) at the diagnostic stage had low, below average and average levels of development of communication abilities. At the control stage, these children had average and high levels of development of communicative abilities. All children of the third group (pronounced disorders of the communicative-affective and cognitive spheres) at the diagnostic stage were characterized by an extremely low level of development of communicative abilities and low at the control stage.

8. All preschool children included in the experimental work successfully socialized in educational institutions of various types.

Conclusion

The study analyzed the specifics of the development of communicative abilities of preschoolers with ASD, based on the data obtained, identified three typological groups of preschool children with this form of dysontogenesis, and determined the directions and content of work on the development of communicative abilities in this category of children.

A study, theoretical analysis and generalization of information available in the scientific literature on the problem of the work of a psychologist promoting the development of communicative abilities in preschool children with ASD was carried out.

An analysis of specialized literature on the problem under study showed that modern scientific research has globally studied questions about the structure of communicative abilities, stages of development and content of children's communication during normal ontogenetic development. At the same time, there is practically no information about the features of the development of the communicative sphere of preschoolers with ASD, and the issues of corrective influences that contribute to the development of the communicative abilities of this category of children are not covered.

Theoretical analysis showed that the ASD category is a group of pervasive developmental disorders, including a set of personality traits and behavioral characteristics that form the core of an autistic disorder, the clinical manifestations of which can be ranged from severe to milder forms.

The study examines various approaches to defining the concept and structure of communicative abilities. Having summarized the analyzed data, we understand communicative abilities as a stable set of individual psychological characteristics of a person, existing on the basis of communicative inclinations and determining the success of mastering communicative activities. The structure of communicative abilities includes basic and additional components (according to G. S. Vasiliev). The main components are: gnostic, expressive and interactional abilities. Additional components are sociability, empathy, socio-psychological adaptation and speech development (G. M. Andreeva, A. V. Batarshev, G. S. Vasiliev, etc.).

In the scientific and methodological literature, the problem of corrective interventions that promote the development of communicative abilities in childhood is not sufficiently covered; as for the category of preschoolers with ASD, there is a significant lack of research in relation to children with this form of dysontogenesis. Only a few techniques for developing communication skills are described, and there is a lack of diagnostic techniques that allow assessing the level of development of communication abilities. Questions remain about the content of work that promotes the development of communicative abilities of preschool children with ASD.

In the course of an experimental study of the problem under consideration, methods for studying communication abilities, play skills and cognitive functions of preschoolers with ASD were determined; The features of the communicative-affective and cognitive spheres of the personality of this category of children have been identified. A quantitative and qualitative analysis of the results of the ascertaining experiment showed that all preschool children with ASD have communicative abilities, while different levels of their development are noted, as well as different mastery of cognitive activity.

Based on the results of an experimental study in order to determine the directions of work on the development of communicative abilities, depending on the level of development of communicative abilities and characteristics of cognitive activity, children were conditionally divided into 3 groups: children with a significantly less developed communicative-affective sphere compared to cognitive development; children with unexpressed impairments in the communicative-affective sphere, but pronounced impairments in the cognitive sphere; children with pronounced disorders in both the communicative-affective and cognitive spheres.

Taking into account the 3 identified groups, areas of work of a special psychologist were developed and tested to promote the development of communicative abilities of preschoolers with ASD. The work (for the purposes of this study, data was considered over a two-year time interval) was carried out in the following areas: non-directive individual promoting the development of gaming activities; individual directive for the correction of cognitive impairments; directive individual, promoting the development of cognitive and play activities and the formation of a “student position”; mixed group, promoting the development of interaction and the ability to work in a group. Each of these areas in our practice was implemented as an independent unit, as well as in combination with other types of classes.

Quantitative and qualitative analysis of the results of the formative experiment showed that children with ASD show significant dynamics in the development of their communication abilities. Longitudinal observation showed that all preschool children included in the experimental work were successfully socialized in educational institutions of various types, this indicates the effectiveness of the proposed areas of work.

Thus, the goal of the study was achieved, the problems were solved, and the proposed hypothesis was confirmed. The results of the experimental study and work on the proposed areas of development of the communicative abilities of preschoolers with ASD allowed us to formulate the following conclusions:

1. Communication abilities are derived from the structure of general abilities and structurally include basic and additional components.

2. Theoretical sources, while providing a broad and in-depth description of the phenomenon of ASD and the features of the development of communicative activity of preschoolers with a normal course of ontogenesis, contain very little information about approaches to diagnosis and the content of work that contributes to the development of communicative abilities of preschoolers with ASD.

3. The conducted research made it possible to identify the characteristics of the communicative-affective and cognitive spheres of the personality of this category of children. A quantitative and qualitative analysis of the results of the ascertaining experiment showed that all preschoolers with ASD have communicative abilities, while different levels of their development are noted, as well as different mastery of cognitive activity.

4. During the ascertaining experiment, based on the relationship between cognitive and communicative-affective development, three groups were identified in the sample of subjects we examined, which made it possible to further determine the directions of correctional psychological work.

5. At the stage of the formative experiment, the directions and content of work promoting the development of communicative abilities of preschoolers with ASD were identified and tested.

6. At the control stage of the experiment, an analysis and assessment of the dynamics of the development of communicative abilities was carried out, which made it possible to confirm the effectiveness of the proposed areas of work, note the positive dynamics in the development of the communicative abilities of preschoolers with ASD and, based on the data obtained, formulate methodological recommendations for working with this category of children , contributing to the development of their communication abilities.

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Every year there are more children with this diagnosis. One of the main disorders that hinder the adaptation of children with ASD is a lack of communication skills (up to the absence of speech), severe behavioral disorders, emotional instability, etc.

(Slide 2) Non-speaking autistic children are distinguished by the most profound affective disorders, a sharp decrease in mental tone, severe impairments of voluntary activity, purposefulness, and they do not feel the need to communicate with the outside world.

Approaches to the correction of autistic disorders in children were developed in our country by researchers such as V.M. Bashina, V.V. Lebedinsky, E.M. Mastyukova, O.S. Nikolskaya and others. In theirs, they propose the following stages in the formation of communication skills in a non-speaking autistic child.

(Slide 3) Stages of formation of communicative speech in a non-speaking autistic child with intellectual disability

1. Main stages of work

First stage. Primary contact

The adaptation period of working with a child most often extends for several months, until formal contact with the child is established. Formally established contact assumes that the child has felt that the situation is “non-dangerous” and is ready to be in the same room with the teacher. During this time, means are determined that can attract the child’s attention (vestibular - swinging on a swing, tactile- tickling, sensory - rattles, various sounds, food - this is what the child loves). Those that will be used in the future for encouragement in the classroom are selected.

(Slide 4) Second stage. Primary Study Skills

If a child has a pronounced negative reaction to lessons at the table, it is better to first lay out the material prepared for the lesson (mosaics, beads, puzzles, pictures, etc.) where he feels more comfortable, for example on the floor. The picture or toy that the child paid attention to should be moved to the table and, as it were, forgotten about it. Most likely, the child will casually approach the table and pick up already familiar objects. Gradually, the fear will disappear, and it will be possible to conduct classes at the table.

Organization of classes and workplace

A properly organized workplace develops the necessary learning stereotypes in a child. The material prepared for work is placed next to the student. The student must remove didactic material and rearrange it independently or with minor assistance. At first, the child is asked only to observe how the teacher performs the task. The student is only required, at the end of each element of the work, to put the didactic material into boxes or bags. After the child has completed this action, he should be rewarded in the previously defined way, and he will leave the table with a positive feeling of completion of the work.

Working on basic communication skills

As a replacement for the “eye to eye” gaze, first, a fixation of gaze is developed on the picture, which the teacher holds at the level of his lips. If the child does not respond to the appeal, you need to gently turn him by the chin and wait until his gaze slides over the presented material. Gradually, the time of fixation of the gaze on the picture will increase and be replaced by looking into the eyes.

Pictures or objects and treats (sweets or cookies) are suitable as stimulus material. We ensure that the child fixes his gaze on a picture or object and only after that we hand it over to him. This can be achieved in a simple way: along with the picture, the teacher holds a treat in his hand. The child tracks the approach of a tasty piece (with a card) and receives it if he keeps his gaze on the picture for a sufficient time. At this stage, a minimum number of verbal instructions are used: “Take”, “Put down”. The accuracy of their implementation is important for further training.

(Slide 5) Third stage. Working on the pointing gesture

and gestures “yes”, “no”

Autistic children may not be able to independently use “yes”, “no” and pointing gestures. Special training allows you to form these gestures. During classes, the teacher regularly asks the student questions: “Have you laid out the pictures?” “Did you put the pictures away?”, prompting him to nod his head affirmatively. If the child does not do this on his own, you should lightly press the palm of your hand on the back of his head. As soon as the gesture began to work, even with the help of the teacher’s hands, we introduce the “no” gesture. First we use the same questions, but ask them until the task is completed. Then gestures “yes” and “no” are used as answers to various questions.

At the same time, the pointing gesture is practiced. To the verbal instructions “Take”, “Put” we add one more: “Show”. The teacher fixes the child’s hand in the gesture position and teaches him to clearly place his finger on the desired object or picture.

(Slide 6) Working on purposeful actions.

Conducted on crumbs“Geometric figures”, on the house “Numbers and letters”. To do this, use the verbal instruction: “Move.” When the child matches the puzzle pieces or number with the window (with the help of an adult), the word “Move” is repeated until the piece fits neatly into place. At this moment, you need to run the child’s hand along the assembled field, determining the absence of gaps and bulges, while repeating: “It turned out smooth.” The evenness and smoothness of the working material serves as a criterion for correct assembly, after which the child is encouraged.

I will focus on some techniques for developing visual and auditory perception and memory, and developing motor skills in children with autism.

(Slide 7) “Distinguish between pictures”

Goal: Improve visual perception and correlation skills.

Task: choose a couple of simple drawings. We start with 3 pairs of identical patterns. Procedure: Take three pairs of identical designs.

Place one copy of the drawings on the table in front of the child so that he can see them all at once. Keep the corresponding drawings for yourself. Giving your child one drawing at a time, ask him to find the same one.

Using the child’s hand, bring the drawing to each of those on the table and comment (“Suitable” or “Not suitable”). Find a pair of drawings and set them aside. You must be sure that the child is watching your actions. Repeat the procedure until a pair is found for all the pictures.

"Sound Distinction"

Goal: improve auditory perception.

Task: correlate sounds produced by different sources (bell, drum, rattle, etc.).

Procedure: Sit down with your child at the table. Take two different sound sources (for example, a bell and a talking toy) and place them in front of the child and place the same pair in front of you. Use one of them, then help your child find the corresponding object from his pair and make the same sound.

Swap the sound sources and repeat the procedure. Make sure your child chooses the item correctly.

"Discrimination of color and shape"

Goal: Improve visual attention and correlation skills.

Task: select samples of various shapes and sizes using the example of geometric shapes of different colors.

Procedure: Cut out squares, triangles, circles, rectangles of different sizes from paper of the same color. Glue the set onto cardboard. Take another copy for yourself. Place the cardboard in front of the child and give him one of the figures that you have. Ask your child to compare the shape with those pasted on the cardboard until the child finds an identical one. Repeat the procedure until all of the figures are placed on the cardboard.

(Slide 9) Work on the development of motor skills and visual-motor functions

"Paper Folding"

Procedure: Show your child how to fold a piece of paper. Make sure he is watching you. Take it slow. After you demonstrate, take another piece of paper and, using your child's hands to guide you, fold the paper in half.

When the child learns to do this, give him another sheet of paper and take the same one for yourself. Fold your sheet and ask your child to do the same. Help your child only if he can't do it.

S-10 "Clothespins"

Give one clothespin to your child and help him open it and attach it to the drawing. Praise your child and give him another clothespin.

Gradually reduce the pressure on your hands until your child is doing most of the work himself.

When your child can attach a clothespin to a box without help, place several clothespins in front of him and ask him to attach them all. Then ask them to remove them and put them in a box. Praise your child every time he completes an activity.

So, if you decide to help an autistic child learn to communicate through speech, then direct your efforts, first of all, to finding emotional contact with him, teach him to be aware of the sensory sensations of his own body. Be patient and prepared for the difficulties that will occur at each stage. Remember that they only encourage us to find new ways to help our child.