Keyword: «sensory integration»

The article discusses the features of sensory integration that affect the development of children with autism spectrum disorder. Sensory stimuli can be unpleasant for children, which causes sensory overload and leads to the emergence of stereotypy, autostimulation (self-stimulation), stimming. When sensory integration is impaired, children become hyperreactive or hyporeactive. The article discusses techniques that allow switching a child to another type of activity during autostimulation, as well as recommendations for hyper– and hyporeactivity of each sensory system. Creating an optimal sensory environment and using special equipment help facilitate the learning and socialization processes of a child.

The article is devoted to the problem of forming the word formation skill in preschoolers aged 5–6 years with general speech underdevelopment (level III). The authors consider the difficulties in using word-formation models due to limited vocabulary and errors in the selection of prefixes and suffixes. As a means of correction, sand games are proposed, which combine elements of sensory integration, based on clarity and subject to the emotional involvement of children in the exercise process. The article presents examples of sand games aimed at developing word-formation skills, such as the formation of diminutive forms of adjectives from nouns, compound words, and words with figurative meanings. It is emphasized that sand games stimulate speech development, which makes them a valuable tool in the work of a speech therapist with children with general speech underdevelopment.