Keyword: «autistic children»

The relevance of the problem under study is related to the increase in the number of children with autism spectrum disorders. Speech disorders in children of this category are one of the patterns of their development. The aim of the study: to develop and test the author's original technology for teaching speech comprehension to preschoolers with autism spectrum disorders (ASD). The theoretical and methodological foundation of this work was based on the works of both domestic and international scholars in the fields of correctional education and special education. Research methods: theoretical (examination and analysis of psychological and pedagogical literature, analysis, generalization and systematization of information), empirical. The study was conducted on the basis of the Child Development Center No.2 (kindergarten No. 120 of the compensatory type), the Center for Psychological, Pedagogical and Social Support, and "Tula kindergarten for children with disabilities" in Tula. A total of 25 older preschool children with ASD participated in the study. The diagnostic program of the study included N.M.Trubnikova's comprehensive methodology (examination of speech comprehension in preschool children), which contains the following criteria: a) understanding the nominative side of speech; b) understanding sentences; c) understanding grammatical forms. According to the data obtained, the level of speech comprehension in children with ASD is at a low level. Preschoolers do not fully understand the qualities and effects of objects and have difficulty identifying them based on descriptions. They comply with requests partially, but sometimes forget or change the procedure. In addition, they do not understand the singular and plural forms of nouns, prepositions. Children are negative about assignments, they are not interested, they are absent-minded. They are very rarely active and often need assistance from an adult in the form of repeated instructions. The novelty of the research consists in the development of an author's original teaching technology containing didactic and stimulating materials that contribute to the visualization of the presented information and the development of the child's speech activity. The theoretical significance of the work consists in studying the characteristics of speech development in normal and autistic children, as well as in a retrospective analysis of existing didactic means of developing speech comprehension in children of this category. Practical significance: the results of the research can be used as a basis for the development of psychological and pedagogical programs aimed at the implementation of the educational field of "Speech development".

The article discusses the problem of developing a mechanism for regulating social communication and behavior in children with autism spectrum disorders (ASD). Children with special needs are exposed to various risks in their communication with peers and adults, as well as in assessing dangerous situations and their consequences, and in planning their own actions. This highlights the need for implementing technologies that focus on developing the social and communication skills of children in this category, which is the objective of this study. The theoretical and methodological foundation of this work is based on the works of domestic and foreign authors who are specialists in the field of special education and correctional pedagogy. The following research methods are used in this work: theoretical methods based on psychological and pedagogical literature, which involve summarizing and systematizing the information obtained, as well as empirical methods. The study was conducted on the basis of the Center for Psychological, Pedagogical, Social, and Medical Assistance, the Department of Therapeutic Pedagogy and Rehabilitation, and the Tula Kindergarten for Children with Special Needs in Tula. The study involved 20 older preschool children with ASD. The diagnostic program included the comprehensive methodology of A.V. Khaustov, and the results showed that: it is difficult for preschoolers to express their requests and ask for help from an adult, and they experience significant difficulties in describing objects. Their social behavior is extremely limited: they do not know how to share and do not initiate joint play. The novelty of the research lies in the development of a set of social stories aimed at improving social communication skills in public places and managing one's own behavior and emotions, as well as the conditions for their implementation. The theoretical significance of the work lies in the study and evaluation of the effectiveness of methods aimed at developing the social and communicative skills of children in the studied category through the development and testing of social storytelling technology. The practical significance is that the results of the study can be used as a basis for pedagogical guidance in supporting children with developmental disorders in their socio–communicative development.