Проблемы диагностики зрительного гнозиса у детей с задержкой психического развития

Abstract

The issues of diagnosing visual gnosis connected with the ability to recognize and interpret visual stimuli, which is an essential component of general cognitive function, especially sensitive for children with special needs. The purpose of this research is to contribute to the improvement of diagnostic methods for visual gnosis and, as a result, to provide targeted intervention for children with developmental delays experiencing problems with visual perception. In this work, the following methods were used: a specially designed questionnaire for specialists, sheets from a diagnostic album with images of real objects, unfinished images of objects and noisy images; Poppelreiter's test, “Conflicting images”; “Undersized images” (A.F. Anufriev and S.N. Kostromina), as well as the Bourdon–Wiersma test. The study sample consists of 10 specialists (6 psychologists and 4 speech pathologists) and 30 preschool children (5–7 years old) with normotypic development and with special needs. The results of visual gnosis assessment with classical stimulus materials among normotypic children and children with special needs show that a number of stimulus materials are mistakenly interpreted by children and create the illusion of agnosia. To overcome these difficulties, an updated diagnostic stimulus material has been developed, the use of which has shown high effectiveness in assessing visual gnosis in preschool children. The use of updated stimulus material allows the specialist to quickly and accurately diagnose various types of object agnosia, in particular, the agnosia of letters and shapes, optical-spatial, simultaneous and color. As a result with updated stimulus material the specialist has improved accuracy and quality of diagnostic results; the possibility of earlier detection and correction of visual gnosis issues; increased convenience and accessibility of the technique for specialists.