Keyword: «visual support»

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 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.