Keyword: «asd»

The article discusses the problem of social adaptation of primary school children with autism spectrum disorders (ASD) caused by impairments in communication and social interaction. The purpose of the study was to study the psychological and pedagogical aspects of the formation of communication skills in this category of children and to identify effective methods and techniques that contribute to the development of communication skills and social adaptation. The study was conducted on the basis of a comprehensive school with the participation of 20 primary school students with ASD aged 7-10 years. To assess the level of communication skills development, the methods «Diagnostics of the development of communication with peers» (Orlova, Kholmogorova) and «Study of communication skills» (Uruntayeva, Afonkina) were used. Effective methods and techniques include social stories, role-playing games, visual support, and positive reinforcement. It is concluded that targeted and systematic work is needed to develop communication skills among younger students with ASD for their successful social adaptation and integration into society.

The article reviews the possibilities of using the game-based method of teaching a foreign language when working with children with special needs. Situations where the use of games is most optimal are considered. During the work on the article, differences in working with children with autism spectrum disorder were analyzed, and the most suitable forms of conducting classes were identified.

The article examines the features of socio-emotional development of preschool children with autism spectrum disorders in the context of inclusive-oriented behavioral support. The study presents the results of practice-based work conducted with children aged 3–6 with various developmental characteristics. Particular attention is paid to the role of behavioral approaches in the development of communication skills, emotional regulation, and engagement in joint activities. The findings demonstrate that the development of functional communication contributes to reducing maladaptive behavior and supports the child’s personal development.