Svetlana N. Komarova

The article focuses on the correctional and pedagogical significance of diagnosing the speech development of preschool children with autism spectrum disorder. It provides a detailed review of the modified diagnostic tools that justify the choice of pedagogical strategies. The relevance of the study is due to the need to create a unified diagnostic toolkit that allows for the identification of speech and communication difficulties in this category of children and, on this basis, to build an individual educational route in accordance with the target guidelines. The aim of the work is to provide an approved toolkit based on the analysis of the available diagnostic material, which allows us not only to identify the structure of speech deficit, but also to determine the zone of proximal development for correctional and pedagogical work. The methodological basis of diagnostics is the regulatory framework: the tools must comply with the Federal State Educational Standard for Preschool Education in Russia, which evaluates the dynamics of development rather than the final result. The approaches used are based on psychometric analysis and practical validation. The article identifies the basic trends and gaps in existing methods for diagnosing speech disorders in ASD. The novelty of the study lies in the fact that the results of the modified diagnostic complex allow us to move from the detection of a disorder to a deeper understanding of the individual development character of a child. This creates a foundation for maximizing the potential of children with ASD and their successful integration into society. The theoretical significance of the work lies in the review and systematization of current diagnostic approaches and methods for assessing speech and communicative development in children with ASD, which are characterized by a high transformative potential in terms of building an individual educational trajectory. The practical significance of the work lies in the fact that the proposed toolkit will provide teachers and specialists with a reliable means for the differentiated assessment of speech and communicative disorders, and will help to obtain data that can be directly translated into pedagogical goals and correction tasks.