Pavlova Yu. B. Russia, Moscow, TsPMSSDiP MSUPU

Inclusive education: practice, research, methodology: Sat. Materials of the II International Scientific and Practical Conference / Ed. ed. Alekhina S. V. M.: MGPPU, 2013

The search for effective forms of correctional assistance to children with disabilities is an urgent task of modern pedagogy. Federal state educational standards set the main goal of developing the student's personality. The education system is abandoning the traditional presentation of learning outcomes in the form of knowledge, skills and abilities. The requirements for learning outcomes are formulated in the form of personal, meta-subject and subject results.

One of the most important goals of primary education in accordance with the Federal State Educational Standard for Primary General Education is the formation of learning skills.

A level of their formation sufficient for a junior schoolchild provides the possibility of developing mental and personal neoplasms as an essential result of education in elementary school. The special significance of educational activity in establishing a different type of interaction between the teacher and students: cooperation, joint work of the teacher and students, the active participation of the child in every step of learning. The psychological component of these results is formed by universal learning activities. Their diversity, specificity and share of participation in intellectual activity have a positive impact on the quality of the educational process.

Any educational skill of a schoolchild that is necessary for him to succeed in educational and cognitive activity is characterized by a set of interrelated specific universal educational actions (UUD).

At the first stages of learning, the learning action is formed as a subject, gradually generalized methods of performing operations become independent of the specific content and can be used by students in any situation.

In accordance with the Federal State Educational Standard, the program presents 4 types of UUD: personal, regulatory, cognitive, communicative.

In the learning process, in addition to the usual subject learning activities, it is necessary to form personal, meta-subject, cognitive, communicative and regulatory UUD.

To solve this problem, it is necessary to form the following educational competencies in the child:

• value-semantic, associated with the student's value orientations, his ability to see and understand the world around him, evaluate and navigate in it;
• educational and cognitive, lying in the sphere of independent cognitive activity;
• communicative, reflecting the ability to interact with other people;
• regulatory, carrying out regulation and control with the help of internal speech.

Speech is the main communication tool of people in society. In children with ASD, speech suffers the most, which creates special difficulties for them in their inclusion and adaptation in the social environment. That is why the formation of communicative competencies is an integral part of the work of every speech therapist teacher.

The most common speech problems in children with ASD are:

Poor understanding of addressed and own speech;

• difficulties in constructing an independent statement;
• poor updating of vocabulary;
• violation of sound pronunciation;
• insufficiency of passive and active vocabulary;
• distortion of the grammatical structure of speech.

This is due to a number of objective personality disorders in the structure of the main defect (RAS), as well as a decrease in the amount of communication in general: the disappearance of the culture of backyard games; replacing games that require communication with multimedia; the emergence of a large number of children from bilingual families experiencing significant difficulties in adapting to a new language environment.

The described programs were developed for the correction and development of the speech of children with ASD, for whom the violation of the communicative function of speech is one of the main problems. However, work on these programs in a general education school gives good results with all categories of children with severe speech understanding problems. The program is designed for 1 year of preparation for school and 4 years of education in elementary school.

The purpose of the group speech therapy program is to develop understanding of oral and written speech and the development of the communicative function of speech.

Features of building the program:

Clear horizontal - the gradual development of all components of speech;

Built-up vertical for all 5 years of study - repetition of the previous material with the "stringing" of more complex speech material;

Variability; the possibility of choosing individual routes for a child or a group of children;

The principle of creating situations that require the child to be included in the speech environment, provoking speech communication;

Joint - independent action - from the division of functions between the teacher and the student through a gradual reduction in the role of the teacher to independent action;

Externally mediated - internal from action involving external materialized supports, an external program through speech mediation to an internal action performed in the mind;

Expanded - collapsed action from expanded element-by-element execution and action control to their collapsed forms.

Consider such a task of the program as the development of the students' ability to understand addressed speech.

In the first year of study, the goal of the work of a speech therapist teacher in the framework of solving this problem is to develop in children the ability to:

Respond to the teacher's speech; establish a clear correspondence between the word and the subject, the word and the feature; the word and action of the object; replace nouns with the corresponding pronouns and use these pronouns in speech; answer simple questions "Who?" "What?" "Which?" "Which?" "What?", "Whose?"; ask simple questions "Who?" "What?" "Which?" "Which?" "Which?"; use in speech the prepositions on, under, in, from, over, with, with; carry out orders; distinguish between words - objects, words - signs, words - actions; to distinguish between words - objects of male, female and neuter gender; distinguish between words - signs of masculine, feminine and neuter.

In the second year of study, we develop children:

Active dictionary; understanding one's own speech; understanding of addressed speech; temporal and spatial representations; the prosodic side of speech; verbal communication; the ability to ask questions on the topic of the lesson; the ability to compose simple uncommon sentences; the ability to answer the question with simple non-common sentences; differentiate between animate and inanimate nouns; the ability to identify the word-object with the corresponding pronoun; the ability to correctly use pronouns in speech; ability to make proposals according to schemes; the ability to differentiate prepositions in speech; the ability to change words by case; the ability to use case prepositions in speech; the ability to form prefixed verbs and use them in speech; understanding the meaning of unions in speech (a, but, and, if, when, because) and the use of sentences with these unions in speech; the skill of answering the questions “Whose?”, “Whose?”, “Whose?”, “Whose?” and asking these questions; the ability to listen and hear the teacher.

Work under the program of the third year of study includes:

Building vocabulary, at the same time repetition and actualization of each lexical unit; the formation of the grammatical structure of speech: the understanding and use of case endings in speech of singular nouns, masculine, feminine and neuter; case endings of plural nouns; change of pronouns according to cases, use of case prepositions in active speech; differentiation of pronoun changes by cases; active use of pronouns in spontaneous speech; development of speech communication; dissemination of proposals; compiling descriptive texts; development of the ability to make a request, the ability to listen and hear the teacher and yourself.

The tasks of the program of the fourth year of study are the development of: a dictionary (and its updating); understanding of addressed and own speech; dialogue skills; monologue speech; verbal communication; connected speech; the grammatical side of speech - the change of verbs by persons in the present, future tense, in the past - by numbers and gender; the ability to differentiate verbs by numbers and tenses, the ability to compose one-part and two-part sentences, to coordinate verbs with nouns in gender (in the past tense); the ability to form prefixed verbs from non-prefixed ones; the skill of making sentences with conjunctions like, as if, too, but, also, if ... then, how ... so, or ... or; the skill of making sentences with particles let, come on, come on, really, is it, here, out, even, no, after all, after all, hardly, hardly, let; the skill of word formation - the formation of prefixed verbs from non-prefixed ones; understanding allied sentences (a, but, and, if, when, because) and the use of these sentences in active speech; ability to differentiate these pronouns; prosodic side of speech; the ability to listen and hear the teacher, themselves, other children.

Work on the program of the fifth year of study involves the development of the skill of teamwork:

Drawing up a story plan;

Analysis and editing of essays;

Modeling problem-domestic situations, finding possible ways to solve the problem;

Drawing up and acting out dialogues on a given or selected topic.

Development:

Ability to choose the appropriate lexical material;

The ability to grammatically correctly formulate one's own statement;

The skill of drawing up allied sentences, including unions - and, yes (in the meaning of and), neither ... nor, how, and, but, but (in the meaning of but), however, but, the same, while, meanwhile how, then how, either, then ... then, then and ... either, not that ... not that, if, namely, which, which, whose, what, where, where, from where, etc.

At each lesson, not only acquaintance with new vocabulary and repetition of the studied lexical material takes place, but also the vocabulary is updated, as well as the development of auditory-visual and auditory-speech attention and memory.

In order to understand the effectiveness of their own work, at the end of each topic, monitoring of knowledge and skills is carried out.

This program was developed and tested from 2008 to 2013 at the TsPMSSDiP MSUPE school and proved its effectiveness in working with more than 25 students with ASD. Currently, over 100 people are enrolled in the program.

The result of the work on the program is the ability of children with ASD to use the means of language and speech to receive and transmit information; engage in productive dialogue; express themselves with the help of monologues of various types.

Primary general education

Preschool education

Development of communication skills in children with autism

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

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

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

Larisa Novitskaya psychologist, ICU coach

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

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


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


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


• Motility disorder.


• Fear of bright external stimuli.


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


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


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


• Unpredictable reactions to events.


• Tendency to aggression and self-aggression.

Basic requirements for teaching children with autism spectrum disorder

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

Read also:

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

Reception "Development of generalization of qualities"

The goal is to develop associative thinking.

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


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


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


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


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

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

Methods of formation of communication skills have the following directions:

1. Formation of basic communicative functions.


2. Formation of socio-emotional skills.


3. Formation of dialogue skills.

Technique options for each of them:

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

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

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


2. Hands each item to the child in turn.


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


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


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

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

Ability to Express Joy

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

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

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

Formation of the dialogue skill "Rules of Conversation"

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

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

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


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


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


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


• I listen to what they tell me.

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

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

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

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

Familiarization of preschool pupils with inanimate nature in the process of experiment in the conditions of the modern preschool educational organization

There is considered the experiment and its implementation in the conditions of preschool educational institution in the process of familiarization of preschool pupils with inanimate nature, the advantages of this method, in particular the fact that preschool pupils get real notions of various sides of the object, its influence on other objects and the habitat.

Key words: experiment, preschool pupil, inanimate nature, research work.

(The article was received by the editors on 10/18/2015)

t.A. Bondarenko, E.S. Fedoseeva

(Volgograd)

FORMATION OF COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS

Disturbances in the formation of the communicative side of speech in children with autism spectrum disorders are described. The groups of communication skills are presented, the characteristic features of their manifestation in the speech of children with autism are described. The data of an empirical study aimed at studying the level of formation of each group of communication skills in children with autism spectrum disorders are presented. A step-by-step process is revealed, aimed at the formation of the presented groups of communication skills in the conditions of the rehabilitation center for children and adolescents with disabilities.

Key words: autism spectrum disorders, communication skills, communicative act, self-centeredness, autonomy, echolalia, agrammatisms, mutism, stereotypes, vocal autostimulation, visual aids, alternative methods of communication.

Currently, 1.6 million children in the Russian Federation are classified as persons with disabilities. the frequency of childhood disability in the last decade

decade has doubled. This fact applies to children with autism spectrum disorders. in an interview with RIA Novosti, Doctor of Medical Sciences, Professor, pediatric neurologist A.S. Petrukhin said that currently there are frightening statistics on autism in the Russian Federation: it is one of the four most common childhood diseases, second only to diabetes, bronchial asthma and epilepsy.

our society, in the current conditions of its development, was not ready to accept children with autism spectrum disorders in the educational environment, to provide high-quality specialized assistance at different stages of the ontogenetic development of the child. In Russia, at present, there is no system of long-term support for children of this group, aimed at the gradual introduction to an educational institution, to a children's team. The situation is complicated by the fact that the leading symptom of autism spectrum disorders is the lack of formation of communication skills, in particular, the lack of need to communicate with other people. Research by S.A. Morozova, E.M. Mastyukova, Yu. Erts indicate that children with autism spectrum disorders have no motivation for communicative interaction with people, the formation of the preverbal and verbal stages in the development of speech is disrupted. in general, the speech of such children is characterized by autonomy, self-centeredness and detachment from the real situation.

Among the characteristic pathological forms of speech, first of all, attention is drawn to echolalia, pretentious, often chanted pronunciation, peculiar intonation, characteristic phonetic disorders and voice disorders with a predominance of a special high tone at the end of a phrase or word, prolonged naming of oneself in the second or third person , the absence in the active dictionary of words denoting people close to the child. a large proportion of children with autism spectrum disorders do not use speech at all as a means of communication. instead of speech, the child uses vocalizations that signal comfort or discomfort, which parents often call “singing” or “mooing”. characteristic in such cases is the appearance in the stream of vocalizations of sounds copied from the non-speech environment of the child, and sometimes the outlines of words, which are able to distinguish

© Bondarenko T.A., Fedoseeva E.S., 2015

childhood pedagogy

sobny only observant relatives. More than 50-70% of children with autism spectrum disorders have insufficient use of gestures and intonation in the process of communication. Children with this disorder are unable to adequately interpret the social cues of other people or demonstrate joint attention (for example, the child looks at the hand of an adult, and not at the object pointed to).

According to the requirements of the new Federal State Educational Standard for Preschool Education (dated November 14, 2013 No. 30384), one of the leading strategies of the educational process is the child's speech development, which includes: mastering speech as a means of communication and culture; the formation of communicatively appropriate speech, the ability to use communication skills in order to build relationships with other people, exchange information and cooperate.

Our study was conducted on the basis of the Volzhsky Center for the Rehabilitation of Disabled Children and Adolescents "Nadezhda", Volzhsky, with the direct participation of eight children aged 6-8 years with autism spectrum disorders. In order to determine the level of formation of communication skills and the features of their manifestation in the process of a speech act, we selected the following research methods: Childhood Autism Rating Scale (CARS); "Scale for assessing the parameters of non-verbal communication of a child with peers" L.N. Galiguzova; "Determination of the level of speech development of children with RDA" T.I. Morozova, O.S. Nikolskaya. As a basis, we took groups of communication skills that most fully reflect the specific features of the development of the children under study:

Showing interest in a partner (the skills of following visual or verbal instructions, simple instructions, pronouncing words or phrases in response to a partner’s speech, responding to one’s own name were studied);

Possession of non-verbal communication skills (the skills of establishing visual contact, exchanging glances, prolonged eye contact, using gestures, facial complexes, pantomime, expressing emotions in the process of a communicative act were studied);

Possession of verbal communication skills (we studied the skills of constructing a phrase, exchanging remarks, appeals, the ability to ask a question and answer a question, you

strike the request with words, use the pronoun "I", grammatically correct the statement).

The first group of communication skills reflects the motivational component of the process of verbal communication, interest in the partner and the desire to interact with him. The main criteria for the study were the skills to perform: 1) visual or verbal instructions; 2) simple instructions; 3) pronouncing words or phrases in response to the partner's speech; 4) response to own name.

In the process of observing children and talking with specialists from the social center, using the research method "Autism Rating Scale in Children" (CARS), we found that 25% of the children in the group demonstrate a low level of these skills. in 75% of children, ignoring contact or a manifestation of negativism, turning into aggressive reactions or motor stereotypes, was observed. Weak response to adult speech, rare attempts to follow a simple instruction were noted in 12.5% ​​of children. Interest in objects, bright things was more pronounced than in people. The children ignored the provided instructions, took the objects they liked, and performed stereotypical movements with them. One child episodically uttered words or phrases in response to the speech of an adult, but they were not of a communicative nature and indicated the presence of echolalic speech. in 87% of children there was no reaction to their own name.

Establishing visual contact, exchanging glances, prolonged eye contact;

The use of gestures, mimic complexes, pantomime;

Expressions of emotions in the process of a communicative act.

In 87.5% of cases, there was a complete absence of gaze fixation on the person’s face, eyes (look up, “past”, “through”), active avoidance of gaze and a persistent desire to contemplate bright objects, their movement. The facial expressions of the children often changed, there were sharp transitions to emotions opposite in sign. When an adult addressed them, the children covered their ears with their palms and began to show motor stereotypes with a demonstration of complete emotional isolation. One child (12.5%) used gestures to express requests. He pointed to an object, accompanied the gesture with vivid emotions.

onal manifestations and established a short eye contact with a partner in a communicative act.

In the third group of communication skills (verbal component), in particular, the following skills were studied: 1) constructing a phrase, exchanging remarks, appeals; 2) formulating a question and answering a question; 3) expressing the request in words; use of the pronoun "I"; 4) grammatically correct formulation of the statement.

In the course of the study, we found that 87.5% of children uttered phrases without communicative load and, for the most part, delayed echolalia. Against the background of high affective tension, incoherent words and screams appeared in children.

One child (12.5%) used speech stamps, there were a large number of agrammatisms, incoherence, illegibility of speech. To express a request, he used a gesture without verbal accompaniment, sometimes made separate sounds. The pronoun "I" was not used in speech.

The results of a study of three groups of communication skills in children with autism spectrum disorders showed an extremely low level of their development. The absence of the need for communication was accompanied by a sharply reduced mental tone, marked underdevelopment of voluntary activity, and affective disorders. Characteristic features: delayed speech development, delayed echo-lalia, agrammatisms, incoherent speech, the presence of speech stamps, mutism.

At the second stage of our practical work, we, on the basis of the identified components of speech, began to implement a phased process that includes the activities of all the specialists of the center involved in the comprehensive support of the development of a child with autism spectrum disorders.

The first stage was aimed at the formation of the first group of communication skills - interest in a partner and desire to interact with him. The main task of the center's specialists was to determine the motivational stimuli for each child. Specialists recorded which games, objects, toys the child was most interested in.

it was necessary to exclude their own interests, the requirements of the program and see what was interesting to the child himself. To establish contact, defectologists used soap bubbles, rolling balls, throwing them into a basket, spinning top or spinning top. In some

In some cases, the child was seated at the table and unobtrusively offered him puzzle inserts (if possible, with a theme in accordance with the interests of the child), Seguin boards, a “mailbox”, etc. At first, the teacher showed things interesting to the child “for free”, but over time he began to create conditions that implied the fulfillment of the adult’s instructions, and then only the provision of encouragement. Thus, at the first stage, in order for the child to want to study with a teacher, i.e. there was a motivation for communicative interaction, it was necessary to find encouragement or motivational incentives.

Then we proceeded to the second stage - the formation of non-verbal communication skills. To achieve the goal, we recommended that specialists in the process of activity enrich their own speech, facial expressions with emotional means of expression. At this stage, we chose Russian folklore as the main means of work: ditties, nursery rhymes, jokes, songs. They are close to the emotional world of the child, contain understandable, simple words, emotional images and stimulate the communicative and emotional functions of speech in the unity of their manifestation.

Nursery rhymes, rhymes, chants are the richest material for the development of the sound culture of speech, develop a sense of rhythm and rhyme, prepare the child for further perception of speech and its intonational expressiveness. Due to their simplicity and ease of reproduction, they stimulate the child to speech activity, increase the brightness, colorfulness of speech, create a favorable emotional background for communication. work on "whipping" the speech initiative of children was carried out simultaneously in three directions:

1) provoking a child to involuntarily imitate the actions, facial expressions, intonations of an adult;

2) provoking the child to echolalia and involuntary verbal reactions; the main means of work were: tapping rhythms, stimulation with the help of poetic rhythms, with the help of rhyme and melody. a necessary aspect of the work was the stimulation of vocalization, verbal reactions of an autistic child by including emotional commentary, the introduction of replicas, speech situations, short dialogues in those stories, fairy tales that the child listens to;

3) repetition after the child and playing up his sound reactions, including vocal

childhood pedagogy

autostimulation. This form of speech work is most specific for children with autism and is necessary for non-speaking children. Its content is that both in the game and in the classroom, and, if possible, during the day, specialists working with the child pick up his vocalizations, repeat them after the child with his intonation, and then beat them and turn them into real words relating to the situation. work on the disinhibition of speech was of a cross-cutting nature and was carried out throughout the day the children were in the center.

at the third stage, we started to form the verbal component of speech. Children with autism spectrum disorders have difficulties with understanding speech, disturbances in working with symbols. This circumstance in many cases ruled out learning with the help of words. the child, perhaps, wanted to understand the speech of an adult, but did not have such an opportunity due to a violation of the symbolic function of speech. Taking into account this feature, we recommended that all specialists of the center build the learning process as follows: 1) give short and clear instructions; 2) use hints (allow you to correctly follow the instructions); 3) gradually form the required reactions; 4) decompose a complex action into simple ones; 5) use visual aids; 6) use alternative methods of communication.

we proposed to carry out the development of speech actions on the basis of the leading activity of preschoolers - games: to use various types of games: mobile, didactic, folk. during the game, create situations in which the child needed to continue to repeat words or sounds after an adult, to follow the simplest instructions. all specialists of the center participated in the selection of games, the development of their target orientation and the selection of didactic material. When compiling a list of games for remedial activities with an autistic child, we took into account that the child will play only those games that most closely match his interests. Therefore, when planning classes, the specialists were ready for flexible changes in their actions and had several games in reserve.

In conclusion, we note that the positive changes achieved in the classroom were consolidated in the family environment. the work was carried out in close cooperation with parents, who were provided with detailed recommendations on organizing communicative interaction with the child. Special attention

Mania was proposed to be directed to the emotional side of the child's speech, in particular to words, exclamations or phrases that cause a positive reaction in an autistic child. During the game, parents were recommended to stimulate speech in various ways (make eye contact, smile, repeat the child’s phrases, copy his actions), take the initiative, unobtrusively and dosed complicate the speech design of the game, support any manifestation of communicative activity.

bibliography

1. Osipova A.A. General psychocorrection: textbook. allowance. M.: Sfera, 2002.

2. Sukhorokova I.V. Peculiarities of communicative development in children with autism // Siberian Bulletin of Special Education. 2012. Issue. 2.

3. URL: mon.gov.ru. URL: М1р://Ministry of Education.

4. URL: http://argumentiru.com/health/2012/04/171740.

5. URL: http://www.fireflykids.org/storage/resource.library.docs/RUS.resource.library/RUS.

Autism/sd.tm.02.11.cars.rus.pdf.

1. Osipova A.A. Obshhaja psychokorrekcija: ucheb. posobie. M.: Sfera, 2002.

2. Suhorokova I.V. Osobennosti kommunika-tivnogo razvitija u detej s autizmom // Sibirskij vestnik special "nogo obrazovanija. 2012. Vyp. 2.

Development of communicative skills of children with autism spectrum disorders

There are described the disorders in development of the communicative aspect of speech of children with autism spectrum disorders. There are represented the groups of communicative skills, described their peculiarities in speech of children suffering from autism. There are given the results of the empiric research directed at studying the level of development of each group of communicative skills of children with autism spectrum disorders. There is revealed the stage-by-stage process directed at the formation of the represented groups of communicative skills in the conditions of rehabilitation center for disabled children and teenagers.

Key words: egocentrism, autism spectrum disorders, communicative skills, communicative act, autonomy, echolalia, agrammatism, mutism, stereotypy, vocal autostimulation, visual auxiliary aids, alternative communication methods.

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

1.1. Psychological essence of communicative abilities

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

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

1.4. Features of the correctional work of a psychologist in violations of the development of communication skills in preschoolers with autism spectrum disorders 68 Conclusions on the first chapter

2.1 Organization and conditions for identifying the features of communication abilities in preschoolers with autism spectrum disorders

2.2. Directions of correctional work of a special psychologist that contribute to the development of communication skills in children with autism spectrum disorders

2.3. Analysis of dynamic changes in the development of communication skills 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 Arthur V. Khaustov

• Formation of gaming skills and emotional-perceptual sphere in children 5-7 years old with autism spectrum disorders by means of 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 plan of action in 6-year-old children with mental retardation 2000, candidate of psychological sciences Troitskaya, Irina Yurievna

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

Introduction to the thesis (part of the abstract) on the topic "Features of the development of communicative abilities of preschoolers with autism spectrum disorders"

The relevance of the problem and research topic at the social level is determined by the markedly increased number of children with distorted mental development in general and autism spectrum disorders (ASD) over the past decades, in particular, in addition, there is a tendency to increase the frequency of this developmental disorder. At the same time, in the context of the humanization of society, these children, 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 abilities 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 providing 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, face the question of the mutual adaptation of the child to the requirements of society and society to the individual capabilities of the child.

The relevance of the problem and research topic at the 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 to children with this type of dysontogenesis in domestic 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 and others. 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, Yu. Friz and others. In domestic 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 practice 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 classical 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 the topic of the study 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 request of parents to introduce into the educational space categories of children previously recognized as unteachable. . At the heart of the child's adaptation to the requirements of society and the micro-collective of an educational institution is communication and its basic components - communication skills. Almost all researchers of the ASD phenomenon (E. R. Baenskaya, M. M. Liebling, O. S. Nikolskaya, U. Frith, L. Wing and others) emphasize that one of the main disorders that impede successful development, adaptation and socialization a child with this type of dysontogenesis is insufficient development, and also, according to a number of data (E. S. Ivanov, V. Bettelheim and others), the lack of need and ability to communicate, manifested in the form of: avoidance of contact, lagging behind or lack of 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, the educational institution faces the need to create conditions for the development of the communicative abilities of children with ASD in order to successfully adapt them to it.

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

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

At the scientific and practical level, the relevance of the problem and the research topic is determined by the discovered discrepancy between parallel research in the field of fundamental psychological science and practice. Thus, theoretical studies deal with the development of the communicative sphere of a person's personality as a whole, the structure of his communicative abilities; in practice, attention is paid to communication problems (but not communication skills), mainly in relation to children with normal mental development or mild forms of dysontogenesis. As regards preschoolers with ASD, theoretical and practical information about the features of the development of their communicative abilities was practically not found. Foreign authors describe diagnostic tools for studying the communication skills of this category of children (the methods are not 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 on the development of speech , everyday skills, organization of cognitive and play activities of preschoolers with ASD, as well as the formation of communication skills in children with autism (M. Yu. Vedenina, S. A. Morozov, JL G. Nurieva, O. S. Nikolskaya, A. V . Haustov). At the same time, in the scientific and methodological psychological and pedagogical literature, there is a lack of research on the problems of diagnosis and the creation of conditions for the development of the communicative abilities of preschoolers with ASD.

Thus, the analysis of clinical and psychological and 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 absence of the necessary forms of state support for children of preschool age 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 preschool children with ASD; a growing trend in society, when the family seeks to realize the rights of their child to receive effective psychological and pedagogical assistance (developmental, corrective) and the lack of an executive mechanism that implements this right in the required volume and appropriate quality.

The discovered inconsistencies of both theoretical and practical plans determined the research problem, which is the theoretical substantiation, development and implementation in practice of effective areas of corrective psychological work that contribute to the development of communication skills in preschoolers with ASD.

The relevance of the research problem, the presence of inconsistencies made it possible to formulate the research topic: "Peculiarities of the development of communicative abilities of preschoolers with autism spectrum disorders."

Purpose of the study. Development and approbation of areas of corrective psychological work that creates conditions for the development of communicative abilities in preschoolers with ASD, based on taking into account the peculiarities of the state of their cognitive and communicative spheres in the process of the leading type of activity (game).

Object of study. Communication abilities of preschoolers with ASD in the context of their communicative-affective and cognitive spheres.

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

Research hypothesis: given the fact that all children without exception have communicative abilities (according to the unity of the 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 correctional work will depend on the typological features of preschool children with ASD, including the level of development of communication 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 substantiation of the study of the state of the cognitive and communicative-affective sphere of preschool children with ASD in the process of the leading type of activity (game) to determine the typological groups in the experimental sample of subjects and determine the level of development of their communication abilities.

3. Development and testing of areas of corrective psychological work that contributes to the development of communication skills in preschoolers with ASD, taking into account typological groups and the corresponding level of development of communication skills in children.

4. Analysis of dynamic changes and evaluation of the effectiveness of corrective psychological work that promotes the development of communication skills in preschool children with ASD at the control stage of the study.

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

The study assumed a phased nature and the use of appropriate research methods:

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

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

Experimental: ascertaining, forming (corrective-developing), control stages of a psychological experiment.

Methods of mathematical statistics (criterion x ~ Pearson and t-test of Student).

Scientific novelty of the research:

New data have been obtained on the characteristics of communicative abilities in preschool children 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, which contributes to the development of communication skills in preschoolers with ASD, are determined on the basis of experimental activities.

Theoretical significance of the study:

From a theoretical point of view, the use of the concept of "autism spectrum disorder" (ASD) in relation to children of preschool age is substantiated from a theoretical point of view;

Theoretically explained and systematized the criteria to identify the level of development of communication skills in preschoolers with ASD;

Psychological and pedagogical characteristics of preschool children with ASD are presented in accordance with the typological group and the level of development of communication skills;

Theoretically justified the introduction of the section "Evaluation of the development of communication skills" in the "Map of the development of preschoolers with ASD";

An algorithm for determining the directions of psychological work that contributes to the development of communication skills in preschoolers with ASD is substantiated in the process of its testing in experimental conditions.

Practical significance of the study:

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

The proposed areas of corrective psychological work that contribute to the development of communication skills in preschoolers with ASD, with appropriate refinement, can be used in work with other categories of children with disorders of the emotional-volitional sphere, as well as with normally developing preschoolers;

The "Map of development of preschool children with ASD" presented in the appendix can be used as methodological 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 that train personnel for the special education system, employees of the advanced training system, allied specialists (doctors, clinical psychologists and social pedagogues), practitioners of institutions serving this category of children , parents (and / or persons replacing them) of preschool children with ASD.

Research base. In accordance with the hypothesis and tasks, the course of the study was determined, which consisted of three stages (September 2002-November 2008): initial, main and generalizing-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 Education Center "Psychological and Pedagogical Assistance "Family and School" (MOE DOD CSS) in Yekaterinburg. 40 preschool children with autism spectrum disorders aged 3-7 years old 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 VAK MORF (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 (Yekaterinburg, 2002); discussions at meetings of the Department of Special Psychology of the Institute of Special Education, USPU (Yekaterinburg, 2007, 2008); discussions at methodological associations of psychologists, speech therapists and speech pathologists of the Moscow Regional Educational Institution of Children and Children's Educational School of Yekaterinburg, in the practice of which the proposed areas of work were introduced, at regional pedagogical readings (Yekaterinburg, 2004), regional and city seminars and round tables on abnormal development children and personality socialization (Yekaterinburg - 2005, 2006, 2007). The results obtained were used by the author in the process of giving 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 provided by: initial theoretical and methodological approaches based on classical and modern achievements of psychological and pedagogical sciences; the choice 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 study.

Study Limitations:

The objectives of the study do not include tracking the age-related dynamics of the development of communicative abilities in preschoolers with ASD;

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

Defense provisions.

Directions of corrective psychological work that contributes to the development of communication skills 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 (playing); identification of typological groups of preschool children with ASD based on the correlation of the state of cognitive and communicative-affective spheres in children in the context of general development; determining the level of development of communicative abilities in preschoolers with ASD and correlating it with the typological group;

The effectiveness of corrective psychological influences that contribute to the development of communication skills 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 the 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 theses in the specialty "Correctional psychology", 19.00.10 VAK code

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

• 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 underdevelopment of speech 1998, Candidate of Pedagogical Sciences Pavlova, Olga Sergeevna

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

Dissertation conclusion 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 preschool children with ASD showed that all children of 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 in understanding other people (violations of the gnostic component of communicative abilities); difficulties in adequate self-expression and transmission of information (violations of the expressive component); difficulties in the process of maintaining interaction and the exchange of information (violations of the interactional component of communication abilities). Also disturbed are such auxiliary components of communicative abilities as sociability (insufficient need for communication), empathy (it is difficult for children to understand the feelings of another person, and, therefore, to show sympathy), socio-psychological adaptation (insufficient understanding of the interconnections 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 tasks to severe impairment of cognitive functions with an extremely low ability to perform cognitive tasks).

4. In the process of experimental study of the features of the development of communicative abilities and the cognitive sphere of preschool children with ASD, 3 groups of children were distinguished 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 with severe impairments in the cognitive sphere; children with pronounced disorders of both the communicative-affective and cognitive spheres.

5. Taking into account the 3 identified typological groups of preschool children with ASD, the areas of work of a special psychologist that contribute to the development of communication skills of preschool children with ASD were developed and tested: non-directive individual, contributing to the development of gaming activity; directive individual for the correction of cognitive impairment; directive individual, contributing to the development of cognitive and play activities and the formation of the "student's position"; mixed group, contributing to the development of interaction and the ability to work in a group.

6. Summarizing the results of the work using various areas of activity of a psychologist that contributes to the development of communicative 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 a gradual formation of neoplasms 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 communicative abilities. Preschoolers of the second group (the level of development of communicative abilities is higher compared to cognitive activity) at the diagnostic stage had low, below average and average levels of development of communicative abilities. At the control stage, these children had medium and high levels of development of communicative abilities. All children of the third group (pronounced violations of the communicative-affective and cognitive spheres) at the diagnostic stage were characterized by an extremely low level of development of communicative abilities and a low level at the control one.

8. All preschoolers included in the experimental work were successfully socialized in various types of educational institutions.

Conclusion

The study analyzed the specifics of the development of communicative abilities of preschool children 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.

The study, theoretical analysis and generalization of information available in the scientific literature on the problem of the work of a psychologist, which contributes to the development of communication skills in preschool children with ASD, have been carried out.

An analysis of the special literature on the problem under study showed that in modern scientific research, questions about the structure of communication abilities, the stages of development and the content of children's communication during normal ontogenetic development have been globally studied. At the same time, there is practically no information about the features of the development of the communicative sphere of preschoolers with ASD, 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 ranked from severe to milder forms.

The study considers various approaches to the definition of the concept and structure of communicative abilities. Summarizing the analyzed data, we understand communication skills 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 activity. The structure of communication skills 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 development of speech (G. M. Andreeva, A. V. Batarshev, G. S. Vasiliev, etc.).

In the scientific and methodological literature, the problem of corrective influences that contribute to the development of communicative abilities in childhood is not sufficiently illuminated; as for the category of preschoolers with ASD, a significant lack of research is found in relation to children with this form of dysontogenesis. Only separate methods for the formation of communication skills are described, while there is a lack of diagnostic methods that allow assessing the level of development of communication skills. Questions remain about the content of the work that contributes to the development of the communicative abilities of preschool children with ASD.

In the course of an experimental study of the problem under consideration, methods for studying the communicative abilities, playing 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 are revealed. Quantitative and qualitative analysis of the results of the ascertaining experiment showed that all preschoolers with ASD have communicative abilities, while there are different levels of their development, as well as different mastery of cognitive activity.

According to the results of an experimental study in order to determine areas of work for the development of communication skills, depending on the level of development of communication skills and features 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 with severe impairments in the cognitive sphere; children with pronounced disorders of both the communicative-affective and cognitive spheres.

Taking into account the 3 selected groups, the areas of work of a special psychologist were developed and tested, which contribute to the development of the communicative abilities of preschoolers with ASD. The work (for the purposes of this study, the data were considered for a two-year time interval) was carried out in the following areas: non-directive individual facilitating the development of gaming activity; directive individual for the correction of cognitive impairment; directive individual, contributing to the development of cognitive and play activities and the formation of the "student's position"; mixed group, contributing to 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 have significant dynamics in the development of their communication skills. Longitudinal observation showed that all preschoolers included in the experimental work successfully socialized in educational institutions of various types, which indicates the effectiveness of the proposed areas of work.

Thus, the goal of the study has been achieved, the tasks have been solved, and the proposed hypothesis has been confirmed. The results of the experimental study and work on the proposed directions for the development of the communicative abilities of preschoolers with ASD made it possible to formulate the following conclusions:

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

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

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

4. In the course of the ascertaining experiment, on the basis of the ratio of cognitive and communicative-affective development in the sample of subjects examined by us, three groups were identified, which made it possible to further determine the directions of corrective psychological work.

5. At the stage of the formative experiment, the directions and content of the work that contribute to 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 were made, 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 skills.

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

Federal State Budgetary Educational Institution

higher professional education

"KUBAN STATE UNIVERSITY"

(FGBOU VPO "KubGU")

Department of Defectology and Special Psychology

FINAL QUALIFICATION (DIploma) WORK

Formation of COMMUNICATION SKILLS IN CHILDREN WITH AUTISM IN THE PROCESS OF LOGOPEDIC CORRECTION

Krasnodar 2013

Introduction

1. Modern aspects of the study of 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 the correction of communication skills in children with autism spectrum disorders

Organization and content of speech therapy work on the development of 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 the formation of the communicative sphere in children with autism spectrum disorders

2.4 Comparative analysis of results

Conclusion

Appendix

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 system of modern education is early childhood autism. Autism (from the Greek autos - self) is a mental state characterized by the predominance of a closed inner life and active withdrawal from the outside world. Autism can be both a secondary symptom of schizophrenia and an independent nosological unit. In the latter case, it occurs in the first years of life and is called early childhood autism (ARD).

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

It is known that the origin of autism can be different: mild, it can occur with constitutional features of the psyche (character accentuation, 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 about 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 communicative ones, however, the question of creating a methodology that could study communication skills quickly and as reliably as possible remains unsolved. The relevance of the topic of our study is also determined by the fact that the currently existing methods and diagnostics for studying the communicative characteristics of children with autism spectrum disorders have not been sufficiently tested and require more detailed consideration.

The 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 study: methods for diagnosing and correcting the communicative sphere in children with autism spectrum disorders.

Research objectives:

To study the scientific literature on this issue.

Identify and characterize the features of the psychoverbal development of autistic children.

To select methods and techniques for working with autistic children on the issues of diagnosing and correcting speech and the communicative sphere.

Conduct a study of the level of formation of the communicative sphere in children with autism spectrum disorders.

Analyze the results of the pilot study.

Research hypothesis. Increasing the level of formation 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;

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

Accounting for the leading activity of preschoolers;

The use of traditional and modern technical means in the framework of speech therapy correction

Research methods: theoretical : selection, study and analysis of clinical and psychological and pedagogical literature on the research problem; empirical : included and non-included observation, longitudinal observation, conversation, interview, collection of anamnestic data, analysis of documentation for children; experimental: ascertaining, forming (correctional-developing), 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. Rubinshtein, 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. Rubinshtein, 1990);

Concepts of development of communicative abilities G.S. Vasilyev and A.A. Kidron. (1991).

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

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

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

1.1 History of autism research

The term "autistic" was first coined by Bleuler in 1908, who used the word (from the Greek autos, meaning "self") to describe the withdrawal from social life that occurs 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 VM distinguishes 4 main stages in the development of this problem.

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

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

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

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

The definitions made independently by Kanner and Asperger are similar in many ways. 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. Difficulties with eye contact.

Stereotypical words and movements.

Resistance to change.

Both authors report frequently occurring individual specific interests, often involving some unusual or very special topics or subjects. Kanner and Asperger identified three main features in which the disorder they described differs 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 features - 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 the study, as key components of autism, Kanner identified two signs:

1) extreme alienation;

) an obsessive desire to maintain the uniformity of the situation.

He viewed other symptoms as either secondary to and caused by the two (such as impaired communication) or as nonspecific to autism (such as stereotypes).

4.The fourth, post-Kanner period (80-90s) is characterized by a significant departure from the position of 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 idea of ​​two types of autism: Kanner's classic autism and a variant of autism, which includes autistic conditions of different genesis.

The study of human communication and his communicative abilities was carried out in various branches of psychology. At the theoretical level, structural components, their relationship with other aspects of the personality were considered. A great contribution to the justification of the medical and social view of the development of the communicative functions of an autistic child was made by L.S. Vygotsky (Diagnostics of development and pedological clinic of difficult childhood, 1983). He gave the most complete definition of the originality of the 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 the individual. L.S. Vygotsky said that the presence of a large reserve of healthy, unaffected inclinations, the uneven (in terms of depth) distribution of defectiveness to 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 perspective possibilities 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 activities (primary - associated with the material basis of mental retardation, secondary - a product of a special position that a mentally retarded child occupies in a social environment due to pathological development).

Such an 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) distinguishes two main forms of RDA - procedural (schizophrenic) and non-procedural. Psychopathological features of children with RDA in schizophrenia are not associated with the lack of need for contacts, but with the child's painful experiences, which manifest themselves in pathological fantasies, in rudimentary delusional formations. In this regard, the behavior of children with a procedural syndrome is characterized by pronounced quirkiness, pretentiousness, and dissociation. V.M. Bashina, on the basis of studying the nature of premorbid 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 the violation of the hierarchy of mental, speech, motor, 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's syndrome and in autism of processual schizophrenic origin. Developmental asynchrony is an important distinguishing feature of Kanner's syndrome, in contrast to other types of developmental disorders with symptoms of autism of a different origin.

2 Characteristics of children with autism

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

However, in the presence of this commonality of manifestations, other signs show significant polymorphism. Yes, and the main symptoms differ both in character traits and in severity. All this determines the presence of variants with different clinical and psychological picture, different social adaptation, different prognosis.

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

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

The main criteria for 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 his environment.

Studies have shown that 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 disorders 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 dumb. The most severe manifestations of autism: children do not have the need for contacts, do not carry out even the most elementary communication with others, do not master the skills of social behavior, self-service.

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

Children in this group have the worst developmental prognosis and need constant care and supervision. With intensive psychological and pedagogical correction, they can develop elementary self-service skills, they can master writing, counting, and even reading to themselves.

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

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

The prognosis for the future for children in this group is better. With adequate long-term correction, they can be prepared for schooling (more often - in the mass, less often - in the auxiliary).

Group III children (10%) with autistic substitutions of the surrounding world are characterized by greater arbitrariness in confronting their pathology, primarily fears. The external pattern of their behavior is closer to psychopathic. A detailed speech is characteristic, with a detailed monologue, the dialogue is very weak. These children are less affectively dependent on their mother, they do not need primitive contact and care.

These children, with active medical, psychological and pedagogical correction, can be prepared for education in a mass school.

Children of group IV (21%) are characterized by hyperinhibition. In their status, neurosis-like disorders are in the foreground: excessive inhibition, timidity, fearfulness, especially in contacts, a sense of their own inadequacy, which increases social maladaptation. With poor contact with peers, they actively seek protection from loved ones. Models of correct social behavior are formed, they try to be "good", to fulfill the requirements of loved ones. There is a great dependence on the mother to constantly "charge" from her.

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

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

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

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

2.psychogenic autism.

.RDA of schizophrenic etiology.

.With 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 the psychoorganic syndrome. This is manifested in the child's mental inertia, motor insufficiency, as well as impaired attention and memory. In addition, children have scattered neurological symptoms: signs of hydrocephalus, changes in the organic type on the EEG, episodic convulsive seizures. As a rule, children have delays in speech and intellectual development.

Psychogenic autism is characterized by impaired contact with others, emotional indifference, passivity, indifference, lack of differentiated emotions, delayed speech and psychomotor development. Unlike other variants of RDA, psychogenic autism may disappear with the normalization of upbringing conditions. However, if a child stays in unfavorable conditions for the first three years of life, autistic behavior and impaired speech development become persistent.

Children with RDA of schizophrenic etiology are distinguished by a more pronounced isolation from the outside world and weak contacts with others. They have a pronounced dissociation of mental processes, blurring of the boundaries between 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 distinguished by quirkiness, pretentiousness, ambivalence. In addition, productive psychopathological symptoms can be observed in children. This is manifested in the presence of constant fears, in depersonalizations, in pseudo-hallucinatory experiences. The syndrome of early childhood autism, unlike other developmental anomalies, is characterized by the greatest complexity and disharmony both in the clinical picture and in the psychological structure of disorders and is a relatively rare developmental pathology. According to a study by V.E. Kagan, its prevalence ranges from 0.06 to 0.17 per 1000 children. Moreover, RDA is more common in boys than in girls. The main signs of RDA in all its clinical variants are:

1.Insufficient or complete absence of the need for contacts with others.

2.Separation from the outside world.

.Weakness of emotional response in relation to relatives, even to the mother, up to complete indifference to 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 does not distinguish well between a living or inanimate object.

.Insufficient response to visual and auditory stimuli leads many parents to turn to an ophthalmologist 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 preserving the immutability of the environment (the phenomenon of identity according to L. Kanner).

.Neophobia (fear of everything new) manifests itself in autistic children very early. Children do not tolerate a change of residence, rearrangement of the bed, they do not like new clothes and shoes.

.Monotonous behavior with a tendency to stereotypical, primitive movements (rotating the hands in front of the eyes, fingering, flexion and extension of the shoulders and forearms, swaying the torso or head, bouncing on toes, etc.).

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

10.Monotonous games in children with RDA are stereotyped manipulations with non-playing 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 turn objects over and over for hours, shift them from place to place, pour liquid from one dish to another. Children with RDA actively seek solitude, feel markedly better when they are 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 a 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 is busy with the stereotypical games described above.

The selected clinical and psychological variants of RDA reflect various 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 kid doesn't make eye contact.

The exceptional diversity of the range of disorders and their severity makes it possible to reasonably consider the education and upbringing of children with autism as the most difficult section of correctional pedagogy.

Children with RDA have no expressive facial expressions, smile, joyful laughter when communicating; sleep disturbances are noted and neatness skills are hardly formed. 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 try to force the child to obey their will. Such behavior does not lead to positive results, but can only worsen the condition of the baby.

3 Characteristics of the behavior of a child with autism

Autism that develops in a child begins to manifest itself at the age of 15 months and is fully formed by the age of three. Parents concerned about their child's lack of interest in activities and play should check their child for the following symptoms:

1.Refusal of tactile contact with parents.

2.Lack of speech by three years.

.The child prefers to be alone than with anyone.

.The child refuses to contact with the outside world or does not show interest in it. He has no or poorly developed non-verbal communication skills.

.The kid doesn't make eye contact.

.The gestures are strange and more nervous than expressive.

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

.Autism can be both mild and severe. Many children develop symptoms similar to autism after starting school, but this is normal: the child gets used to learning, new people, the school atmosphere.

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

Some children early reveal the ability for an unusual, non-standard understanding of themselves and others. Logical thinking is preserved or even well developed, but knowledge is difficult to reproduce and 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 deep mental retardation to giftedness in certain areas of knowledge and art; in some cases, children with autism do not have speech, 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 range of disorders and their severity makes it possible to reasonably consider the education and upbringing of children with autism as the most difficult section of correctional pedagogy.

Children with RDA have no expressive facial expressions, smile, joyful laughter when communicating; sleep disturbances are noted and neatness skills are hardly formed. 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 inadequate fears (fear of certain objects), and on the other hand, there is an almost complete lack of a sense of real danger (he can run out onto the roadway, go far from home ...).

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

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

4 Modern approaches to autism correction

Extremely low adaptability to the environment in a child with autism is associated primarily with the lack of formation of communicative activity and lack of behavioral skills. His actions and behavioral skills are stagnantly destructive and stereotyped, respectively, the primary task of correctional work should be the formation of communicative activity 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 state program in some US states and in several 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. In the course of the program, a contradiction arises between stereotyping, the rigidity of learning forms and the conditions of a constantly changing world, which is resolved through a 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. Therapy daily lifedeveloped 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 the 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 basic method was the concept of the level structure of the system of emotional regulation by V.V. Lebedinsky. Corrective work consists of the following stages: establishing emotional contact, stimulating activity aimed at interaction, removing 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 disturbed 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. Outwardly, the method looks like this: the mother presses the child to her, but in such a way that you can look into his eyes. The author of the method distinguishes three stages of holding: the stage of confrontation (the child opposes the beginning of the holding); stage of the conflict (the child breaks out, bites, spits, the mother calms the child, speaks of her love); stage of resolution (resistance stops, the child establishes contact with the mother "gas in the eyes"). According to V.V. Lebedinsky, holding therapy can be used only in cases where other possibilities of helping the child have been exhausted.

A method of sensory integration, where sensory stimulation is used, taking into account the child's ability to process sensory information. Stimulation may relate to hearing, vision, touch, orientation in space, proprioceptive sense. For example, auditory integration therapy has been developed as a means of optimizing altered sensitivity. Sensory integration helps to mitigate some of the difficulties inherent in autism, and has a positive effect on the general background of correctional work. It is important that sensory integration is consistent and compatible with the mainstream approach.

All these methods, one way or another, rely on techniques developed within the behavioral approach. The founder of behavioral therapy is B.F. Skinner. He wrote that the formation of any skill is based on 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 the conditioned combinations of negative and positive stimuli, which can be both the simplest auditory, visual and tactile stimuli, as well as more complex ones, such as prestige or the possibility of self-realization of the individual.

Recently A. Tomatis' auditory therapy has enjoyed great success. Approximately 40 years ago, the French otolaryngologist Alfred Tomatis made some amazing discoveries that led to the development of the Tomatis method. This method has various names: "auditory training", "auditory arousal" or "auditory therapy". Its goal is to re-educate a person in the process of listening, which improves the ability to learn and master languages, to communicate, increase creativity and positively affect the social behavior of the individual. The method is based on the theory of interaction between auditory perception and voice. Tomatis considers the ear as the most important organ that forms the human consciousness. Tomatis came to the conclusion that the ear does not just "hear", but the vibrations it perceives stimulate the nerves of the inner ear, where these vibrations are converted into impulses that reach the brain in various ways. The goal is to improve the brain's ability to perceive and process a variety of information. When the listening function is expanded or restored, the brain demonstrates a more efficient ability to perceive and process signals from the environment. According to his theory, later confirmed, the ear of the fetus begins to function at four and a half months. A child, being in the amniotic fluid in the womb, hears a lot of sounds that become inaccessible to him after birth - the heartbeat and breathing of the mother, voice, noise from the work of internal organs. This is due to the fact that during fetal development, the child's ears are filled with a liquid that conducts sound much better than air; in particular, the high-frequency components of sound are less attenuated in a liquid. For this reason, Tomatis suggests using the mother's voice to rediscover the listening process. The voice passes through the filters, resembling the sounds that the fetus hears in the womb. The mother's voice is a solid foundation, thanks to which the process of listening begins to form and develop, which also affects the subsequent development of language skills. In general, this whole process is nothing but 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 in children with early childhood autism were studied, based on the 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 interpretative in nature, so the results of the study do not claim to be rigorously scientific.

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

included:

1.The reaction of the child to the speech addressed to him.

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

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

.Study of the understanding of attributive constructions.

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

.Understanding of extended 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 verbal dictionary: the names of the actions of objects in pictures, the agreement of verbs with nouns.

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

.Identification of the use of other parts of speech in speech by plot pictures.

Reflected speech examination included:

1.Repetition of isolated sounds and syllables.

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

.Investigation of the ability to preserve serial rows of sounds (bee-ba-bo).

.Identification of the ability to reproduce word models with a different number of syllables with visual support (three-syllable ones: a shovel, shoes, etc., four-syllable ones: a turtle, a pyramid, etc.).

included:

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

2.Knowledge of primary colors (comparison, comparison, 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, imitative actions).

6.The state of fine motor skills (does he know how to fasten buttons, lace up a shoe, tie a bow, coordinated work of both hands).

7.Visual-motor coordination.

Also, to study the formation 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.The ability to maintain eye contact.

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

.Does he sit down according to instructions?

.Is it suitable for the caller?

.Gives familiar items upon request.

.Does he take things according to the instructions.

.Does the name of the objects relate to the objects themselves?

.Does it stop its actions according to the instructions.

10.Does it grab attention in the right way?

11.Does he have a pointing gesture?

.Does he use the "give" gesture?

.Is able to adequately express refusal with a gesture.

.Whether to use a greeting gesture.

.Does the gesture of farewell.

.Does he use other gestures?

.Asking for help in a situation of discomfort.

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

2 Analysis of the results of the ascertaining experiment

The experiment involved 6 children diagnosed with RDA at the age of 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 pre-school educational institutions. One child (Danya K.) attends a private educational institution for children with RAD. Two children (Vladik K. and Vasya M.) attend the short stay group of MBDOU No. 214. One child (Yura S.) attends a short stay group at MBDOU No. 140.

The 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.) out of six children from the second pregnancy, two (Polina P., Petya U.) from the first, it must be emphasized, one IVF child (Pauline P.). The threat of termination of pregnancy in the early stages threatened two children (Danya K., Polina P.), Vladik K.'s mother was accompanied by minor toxicosis in the first trimester of pregnancy, Petya U.'s mother had ARVI during pregnancy, in other cases (Yura S., Vasya M.) the pregnancy was uneventful. All six respondents had term deliveries. Three subjects (Danya K., Vladik K., Polina P.) delivered with complications: Danya K. - had to resort to resuscitation (did not cry right away); 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 a neurologist and undergo regular courses of drug treatment. The lag in early speech development and the motor sphere, frequent acute respiratory viral infections and acute respiratory infections at an early age, a delay in the rate of speech development are present in all respondents, except Yura S. Also, Danya K. has a severe disorder of speech behavior, Vladik K. had convulsions against the background of high temperature in the first year of life. Without exception, all children showed signs of autism at the age of 1.5 - 2 years, but in all under individual circumstances: Danya K. - after the trip, Yura S. - after DPT vaccination, the causes of the disease of the other children are not clearly delineated.

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 repetition. All children experience significant difficulties in understanding actions expressed by reflexive verbs and recognizing the features of objects. When performing tasks aimed at understanding the grammatical forms of the word, the children could not cope with the task of distinguishing between the singular and plural of verbs and understanding prepositions expressing the spatial relationship of two objects. Four children were able to distinguish between singular and plural nouns and understanding diminutive suffixes with the help of the experimenter's massive help. Not a single child was able to complete the task of understanding attributive and extended grammatical constructions. There is a paucity of generalizing concepts (see Figure 1).

Figure 1 - The state of impressive speech (stating experiment)

The Expressive Speech Survey had the lowest scores. The children could not name the subject pictures presented to them, recognize objects by their description, or name generalizing concepts. In the speech of two children (Polina P. and Yura S.), isolated attempts were noted to name the object according to the description and to name the actions presented to them in the pictures (real images). They were also able to actualize single names of the features of objects: mostly emotionally significant for them (taste and size). It is not possible for children to coordinate verbs with nouns like and number. In a conversation based on a plot picture, the children's speech did not reveal the use of other parts of speech (see Figure 2).

Figure 2 - The state of expressive speech (stating experiment)

The study of reflected speech revealed the possibility of actualizing 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 similar 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 (stating experiment)

When examining 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 the 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 possible results. Polina P. performed all the tasks correctly, but at a slow pace, and Yura S. made single mistakes, but tried to correct them on his own. Vladik K. and Petya U. refused to complete the tasks in this series. The rest of the children performed the tasks with errors, and significant organizational assistance from an adult was required. All children were unable to complete tasks aimed at the study of fine motor skills and hand-eye coordination (see Figure 4).

Figure 3 "The state of reflected speech. Ascertaining experiment"

The study of communication skills showed a low level of their formation in the majority of children. All children have a partially developed ability to maintain eye contact for some time. Two children did not respond to being addressed by name (Vladik K. and Petya U.). Two children (Polina P. and Yura S.) were able to follow the instructions "Stop", "Sit down". 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 the given items according to the instructions of the adult. Only Vladik K. and Petya M. could not correlate the name of the object with the objects themselves. The rest of the children managed to do it sometimes correctly. None of the children participating in the experiment was able to stop actions according to the instructions, to draw attention to themselves in an adequate way. And none of them has a pointing gesture. Only two children (Vladik K. and Petya M.) do not use the "give" gesture, while the rest of the children use it in emotionally significant situations for them. Two children (Polina P. and Yura S.) have a well-formed adequate expression of refusal with the help of a gesture. None of the children used the greeting gesture, while the farewell gesture was noted in four children. Two children (Polina P. and Yura S.) have other gestures that they use in everyday life, for example, “I want to drink” (the thumb is brought to the lips, pointing upwards). All children sometimes seek the help of an adult in a situation of discomfort. Thus, a low level of communication skills was found 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 - The state of the sensorimotor sphere (stating experiment)

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

3 Methods of formation of the communicative sphere in children with RDA

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

Work on the formation of communication skills in children with RDA is a long and laborious process, including various areas and various types of work necessary to achieve correctional, educational, training, developmental goals: the formation of speech, the development of intelligence, the enrichment of ideas about the world, the formation of emotional and volitional sphere and much more. But the most important and effective direction in the work on the formation of communication skills is the development of arbitrary actions combined with speech. When starting to work with children with autism, one should be aware of the danger of overloading the child's psyche with a sharp increase in correctional and pedagogical influence.

Children with autism are limited in communication both with adults and with peers, which is subsequently reflected in his self-development and self-realization in life. To correct communication skills, it is best to use exercises in a playful way at this age. The game 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 such games that adults also play with pleasure. In such games, thinking and speech are improved. Through play, the personality of the child is improved:

1.A motivational-required 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 (the child, taking the role of a character, takes into account the peculiarities of his behavior, his position. The child needs to coordinate his actions with the actions of the character - a partner in the game. This helps to navigate relationships between people, contributes to the development of self-awareness and self-esteem in a preschooler ).

.The arbitrariness of behavior develops (when playing a role, the child 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 abilities and creative possibilities of the child develop).

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

1.The development of the emotional sphere.

2.Development of speech skills.

3.Development of group work skills.

The purpose of these exercises: correction and development of communication skills in children with autism.

To optimize the correctional work, games were selected that are available to parents and caregivers of children with RDA. The content of the game exercises:

Purpose: to learn to recognize and identify feelings.

Game progress: 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 the skills of recognizing emotions.

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

. "Express Yourself"

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

Game progress: the guys must demonstrate known emotions: anger, irritation, resentment, amazement.

Skills to express their feelings are formed.

Previously, hard work was carried out on the study, repetition and differentiation of various emotions with the help of TSO, namely computer presentations, Flash applications, games.

. "Glance Encounter"

Purpose: to teach children to make eye contact.

Game progress: you need an even number of participants who sit in a circle, close their eyes and lower their heads down. At a signal, everyone should open their eyes, raise their head and meet someone's gaze.

Children learn to make contact with their eyes.

It is not difficult to guess that you will not achieve great results by playing alone. Therefore, other methods of influencing the formation of communicative functions were also actively used. For example, T.V. Bashinskaya and T.V. Friday, in order to create mechanisms for speech activity, it is advised to form motives for speech activity, create communicative intentions, form internal utterance programs, and, in their opinion, it is necessary to select lexical and grammatical means and grammatical structuring. To implement the above, various exercises were used that correspond to the listed requirements. The specifics of our work in these areas was as follows: for each lesson, a small number of exercises were selected, but we achieved their high-quality repetition in one lesson; a new task was divided into parts, a new element was added at each lesson, and completely worked out material was given to the house.

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

In the first block of exercisesit is necessary to form a child's self-confidence, increase his self-esteem, establish personal contact. In the exercise "House" we inspire confidence in the child and the necessary reaction to the sound. The teacher pronounces the text and, controlling the child’s hand, performs simple exercises with the index finger, first of the right, then of 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 , (light movement over the eyes from top to bottom)

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

call . (click on nose)

** the child performs the exercises himself

In the exercise "Horse" we learn to follow the movements of the teacher and consciously imitate. The child sits on the teacher's lap, with his back to him. The teacher's hands are stretched forward, the child's relaxed hands lie on the teacher's hands so that the child's hands lie on the teacher's fists.

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

Click, click, click, click. (for each syllable, the teacher sharply raises his fists up.)

The rider is galloping.

Click, click, click, click.

Horseshoes chirp loudly

Click, click, click, click.

Do not catch up with a dashing horse.

Click, click, click, click.

Dancing dust on the pavement.

Click, click, click, click.

And they came home.

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

exercise "Firework"we evoke the emotion of joy from the completed task, we learn to pronounce the sound while moving. After completing each task - a "holiday with fireworks": fists are tightly clenched, the teacher utters a lingering sound sss, sharply unclenches his fists and continues the word "Salute" (the child repeats as much as possible).

In the second blocktasks, which is considered the most powerful stimulator of speech development, an expression of a request is developed. The exercise "Give" brings up the need for speech. The child is allowed to play with any toy, but only with the one he asks. The child points to a toy and pronounces 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 scheme. In the exercise "Balloon" we throw up a balloon with the sound "Wow!".

"Hamming nails", hitting hard with a hammer, with a sound imitating "bang", is necessary in the "Nails" exercise.

We focus on different parts of the body and study the body scheme with the Kissing exercise. The child closes his eyes and determines where on his face the soft toy kissed him, opens his eyes and shows the place of the kiss with his finger.

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

They stomped their feet -

Top, top, top!

Hands clapped -

Clap, clap, clap!

Sat 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 the selected traditional methods of speech therapy correction, mainly aimed at disinhibiting the speech function, the impact of a number of technical means was used:

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

2. The use of a directional effect of a sound generator, which made it possible to activate alpha, beta, gamma rhythms, which are so necessary in working with autistic people. The direction of the impact lies in the fact that each child was selected their own stimulus frequencies 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, by sinusoidal signal. Further frequency 90 - At 111 Hz, we awaken endorphins, which are responsible for increasing the level of wakefulness and energy. The final stage of the impact of the sound generator is the frequency range of 5000 - 8000 Hz, which directly charges the brain. Together, we see that a series of directed influences of the signals of the sound generator prepares and disposes the child to the correctional and pedagogical process.

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

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

1.Organizational moment (it is necessary to establish contact, arrange the child for yourself, set up for work) - 5 minutes.

2.Under the influence of a metronome in the rhythm of 60 beats per minute, alpha rhythms are activated (the device works throughout the entire lesson - this is an integral part of the excitation of the ideal state for learning and memorization), in parallel, a directional 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 for 5 minutes, the brain is saturated with oxygen;

)the final stage of the impact of 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 communication skills of the child, through the use of various games and exercises, examples of which are presented above. Also in the lesson were used TCO, namely computer presentations, applications, games. The entire learning process takes approximately 13 - 15 minutes, excluding physical education, which lasts about 2 - 3 minutes, depending on the duration of the high-frequency Mozart 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, a second examination of children was carried out according to the same parameters that were used in the framework of the ascertaining experiment.

Re-examination of children showed a significant positive trend in almost all parameters. As part of the study of impressive speech, the children showed the maximum results in response to the speech addressed to them. Only one child (Vladik K.) needed repetition and assistance from the experimenter in recognizing familiar objects in the pictures. The rest of the children coped with these tasks on their own, but a rather long time of the latent period of the response was noted. Improved understanding of some grammatical forms of words (singular and plural nouns and diminutive suffixes). Difficulties were experienced in understanding prepositions expressing the spatial relationship of two objects. Insignificant dynamics is noted in the understanding of attributive constructions, generalizing concepts and detailed grammatical instructions (see Figure 5).

Here:

Figure 5 - The state of impressive speech. Control experiment

The study of expressive speech showed a slight positive trend in the activation of the children's vocabulary. Children with errors were able to name a number of objects that were familiar to them. In the study of verbal vocabulary, the children made mistakes, but they were more clearly able to name the actions from the pictures. The state of the feature dictionary has improved. However, as in the framework of the ascertaining experiment, the active speech of children did not reveal the use of other parts of speech (see Figure 6).

Here:

Figure 6 - The state of expressive speech. Control experiment

The study of reflected speech showed that all children in the experimental group were able to pronounce isolated sounds. When pronouncing close phonemes and various word models, only one child (Vladik K.) did not cope with the task. Polina P. tried to correct the mistakes she made on her own, while Dana K. needed multiple repetitions of syllables and words (see Figure 7).

Here:

Figure 7 - Status of reflected speech. Control experiment

When re-examination of the sensorimotor sphere of children, there is a positive trend in all parameters of this block of the study. 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 could not cope with the task of determining the 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 the significant help of the experimenter, she was able to cope with tasks aimed at studying fine motor skills and visual-motor 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 a slight positive trend. 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 performing tasks aimed at studying the understanding of grammatical categories and the breadth of generalizing concepts (see Figure 9).

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

Figure 9 - Indicators of the control experiment

When re-examining the state of expressive speech of children in the control group, there was a slight change in one child (Yura S.). He improved the state of the nominative function of speech. All other children showed no positive dynamics (see Figure 10).

Here:I - Study of the nominative function of speech; II - Identification of the active verb vocabulary; III - Use of adjectives in speech; IV - Use of other parts in 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 - The ability to save a series of sounds; IV - Ability to reproduce word patterns.

Figure 11 - Indicators of the control experiment

Examination of the state of the sensorimotor sphere did not reveal positive dynamics in two children of the control group (Petya U. and Vasya M.). Yura S. showed improvement in the performance of tasks aimed at examining 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 - The 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 in children in the experimental group are significantly higher than in children in the control group. The children of the experimental group performed a number of tasks correctly, while in the control group all children noted the presence of errors in the performance of all tasks of 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 massive help from the experimenter (see Figure 13).

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

Figure 13 - Comparative result of the control and experimental groups

With a comparative result of the study of expressive speech, the difference in the indicators is less significant, however, in the children of the experimental group, the indicators for 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 the active verb vocabulary; III - Use of adjectives in speech; IV - Use of other parts in speech

Figure 14 - Comparative result of the control and experimental groups

Comparing the results of the study of reflected speech, it can be seen 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 preserve serial rows and reproduce words with a different number of syllables. Difficulties in reproducing close phonemes may be due to the weakness and insufficient level of formation of phonemic hearing (see Figure 15).

Here:I - Repetition of isolated sounds and syllables; II - Repetition of close phonemes; III - The ability to save 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 the tactile sensations and the state of the general motor skills of children. A slight difference appears in the study of 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 - The 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 formation of communication skills revealed a significant positive trend in the children of the experimental group. Some communication skills have become much more stable in children. All children, to one degree or another, respond to being addressed by name (Polina P. - approaches, and Danya K. and Vladik S. - turn their heads), sit down and take things according to the instructions, use the gesture of farewell and "Give". Two children (Danya K. and Polina P.) sometimes show the use of greeting and pointing gestures. Analyzing the quantitative results of the study of the level of formation of communication skills in the experimental group, Polina P. was found to have a high level (29 points), Dani K. - an average level (23 points), Vladik K. - a low level (8 points). It should be noted that the quantitative indicators correspond to the upper limits of each level, while in the ascertaining experiment the percentage of the level of formation of communication skills was lower and the quantitative indicators corresponded to the lower limits (see Figure 17).

Figure 17 - Formation of communication skills (Experimental group)

A repeated study of the formation of communication skills in children of the control group revealed a slight change in two children (Petya U. and Vasya M.) - a low level of formation: 2 and 10 points, respectively. Petya U. showed no positive dynamics, and Vasya M. sometimes began to react to the instruction "Take it." Yura S. has a steady hold of eye contact and uses the "Give" gesture. Sometimes he stops his actions on instructions and uses a greeting gesture. Yura (21 points) has an average level (see Figure 18).

Figure 18 - Formation of communication skills (Control group)

Thus, according to the results of the control experiment, there is a significant positive trend both in the speech of children and in the level of formation 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 chosen methods of corrective action implemented as part of the formative experiment.

Conclusion

Thus, the purpose of the study is achieved, the tasks are solved. The following conclusions can be drawn:

Autism (from the Greek autos - self) is a mental state characterized by the predominance of a closed inner life and active withdrawal from the outside world. Autism can be both a secondary symptom of schizophrenia and an independent nosological unit. In the latter case, it occurs in the first years of life and is called early childhood autism (ARD). In boys, the disorder develops at 3 - 4 times more often than 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 features that are reflected in the level of formation of communication skills. In particular, they noted:

Poor contact with both peers and adults.

Violated early speech development.

Connected speech is broken.

Almost everyone has a deviant form of behavior.

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

Recently, the auditory therapy of A. Tomatis has been a great success in the rehabilitation of children with autism spectrum disorders. This method has various names: "auditory training", "auditory arousal" or "auditory therapy". Its goal is to re-educate a person in the process of listening, which improves the ability to learn and master languages, to communicate, increase creativity and positively affect the social behavior of the individual. In general, this whole process is nothing but an attempt to "reprogram" the various stages of human development through symbolic experience.

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

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

1.In the first block of exercisesit is necessary to form a child's self-confidence, increase his self-esteem, establish personal contact.

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

. In the third blockwe develop coordination of speech with movement and orientation in the body scheme.

To optimize the 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, there is a significant positive trend both in the speech of children and in the level of formation 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 chosen methods of corrective action implemented as part of the formative experiment.

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Annex A

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

Survey map

ü FULL NAME_________________________________________

ü Date of Birth_____________________________________________________

ü Telephone___________________________________________

ü Child's attendance at pre-school or school __________

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

Ø Brief information from the anamnesis:

ü Features of early development and treatment ______________

üComplaints:

.________________________________________________

2._______________________________________________

3._______________________________________________

4._______________________________________________

ü From what pregnancy _______________________, childbirth ___

ü The 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 immediately, was not) _____________

ü Asphyxia (white, blue _________________________

ü Birth weight ___________________, length __________

ü Was discharged from the hospital on ________________ day

ü Reason for the delay ________________________

Ø Early psychomotor development

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

ü Sitting (before 7 months or after) ___________

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

ü First teeth from ____________________

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 temperature ___________________

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 Delay in the development of everyday skills __________________

ü Resistance to accepting learning assistance ___________

ü Violation of muscle tone (hypertonicity, hypotonicity) ______________

ü The duration and effectiveness of the massage ____________

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

ü Absence of pointing gestures, head movements (affirmation, denial), gestures of greeting or farewell _______________

ü Difficulty imitating the movements of an adult _________

Ø Impressive speech survey

ü I The reaction of the child to the speech addressed to him ________

ü II Study of the presence of the nominative function of the word. Determine whether the child can recognize familiar objects shown in the pictures; does the child know parts of his body, parts of his face, names of fingers; determine 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 her face)

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

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

ü FORM: ___________________

ü BY COLOR: _____________________________

d) establish whether the child recognizes the objects by their purpose (from pictures depicting the objects that will be discussed)

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

a) Distinguishing singular and plural nouns ____________

b) Distinguishing 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 Examining the breadth of generalizations behind the meaning of a word

ü VI Comprehension of extended grammatical structures________

Ø Expressive speech survey

ü I STUDY OF THE NOMINATIVE FUNCTION OF SPEECH

a) The names of the presented objects (in the 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 DETECTING THE ACTIVE VERB DICTIONARY

a) Names of actions of objects (according to pictures)

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

ü III REVEALING THE USE OF ADJECTS IN SPEECH

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

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

(pronouns, adverbs, numerals, etc.) in conversation and according to plot pictures.

Ø Reflected speech examination

ü I Repetition of isolated sounds and syllables

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

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

ü IV Identification of 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, more-less) ____________

ü II Knowledge of primary colors (comparison, comparison, 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 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 activities ____

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

ü VII Visual-motor coordination __________

Annex B

Questionnaire to identify the formation of communication skills

Annex B

The protocol of examination according to the speech chart of K.S. Lebedinskaya and O.S. Nikolskaya

Ascertaining experiment

Control experiment

Annex D

Survey protocol for a questionnaire to identify the formation 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