Види компенсаторних механізмів у осіб із розладами аутистичного спектра

Abstract

The article is devoted to the analysis of compensation problems in children with autism on the basis of research and work of domestic and foreign experts in the field of defectology. The lack of targeted research in this area determined the need for a theoretical study of this issue. The study revealed the main patterns of the emergence and use of compensatory mechanisms, outlined the importance of taking them into account in practical correctional activities. The study outlined the main correlates that determine the vectors along which, based on the involvement of certain compensatory mechanisms and strategies, the development of children with autism proceeds. Such severe damage to affective development also causes the formation of a special distortion of the child's intellectual and speech development. This is understandable, because a violation of the development of Affective selectivity in contacts with the world cannot but disrupt the development of attention of an autistic child, the formation of its higher arbitrary forms. The underdevelopment of Affective mechanisms of selective and arbitrary concentration becomes an insurmountable obstacle to the development of higher mental functions. Under these conditions, even with the highest conditions of intellectual development, a child with autism cannot cognitively master the environment. Its development here if changes its direction and where mainly in line with the effective development of impressions for the needs of hypercompensatory autostimulation. Such a child learns ways to get certain stereotypical motor, sensory, speech, and even intellectual impressions. Among them, special attention was paid to disturbances in the sensory sphere, hyperesthesia, fears, autostimulations and the content of the nature of the child's emotional assessment of his environment. It was emphasized that the decisive importance for the implementation of the psychological and social level of compensation for the inclusion in this process of consciousness, volitional qualities, social motivation and the presentation of social requirements to the child, the compliance with which is necessary for existence in an environment of normotypical people.