СРАВНИТЕЛЬНОЕ ИЗУЧЕНИЕ ОСОБЕННОСТЕЙ КОММУНИКАТИВНЫХ НАВЫКОВ ДЕТЕЙ СТАРШЕГО ДОШКОЛЬНОГО ВОЗРАСТА С РАССТРОЙСТВОМ АУТИСТИЧЕСКОГО СПЕКТРА ВТОРОЙ И ТРЕТЬЕЙ ГРУППЫ АУТИЗМА

Abstract

Problem and goal. The article discusses the results of a comparative study of the communication skills of older preschoolers with autism spectrum disorder of the second and third autism groups according to the classification of O. Nikolskaya; A quantitative and qualitative analysis of the results obtained during the   scertaining experiment is given. A survey and assessment of communication skills was carried out using the questionnaire “Assessment of communication skills in children with autism spectrum disorders,” proposed by A. Khaustov, developed on the basis of the methodology “Assessment of social and communication skills for children with autism” (Quill, Bracken, Fair, Fiore, 2002) in two groups of senior preschoolers. The first group consisted of preschoolers with autism spectrum disorders of the second autism group; the second group is represented by preschoolers of the third group of autism. The revealed features determine differences in the content of the correctional work of a speech therapist to form communication skills in these groups of children.Problem statement: preschoolers with autism spectrum disorders of different groups receive preschool education in accordance with the recommendations of the psychological, medical and pedagogical commission.Among the individual educational routes may be getting education for children with ASD according to the adapted basic general educational program for students with severe speech impairments, receive corrective help from a speech therapist to develop communication skills. The research problem is to determine the individualized content of corrective speech therapy work with preschool children with ASD of different autism groups, taking into account the identified features of communication skills.The goal of research. We presented the results of a comparative study of the communication skills of senior preschoolers with autism spectrum disorders of the second and third autism groups and the main directions of the content of the correctional speech teacher’s work.Methodology (materials and methods). The methodological basis of the study are: provisions on the special significance of social education of L. S. Vygotsky; theoretical justification of the communication system of children with disabilities and society (G. L. Zaitseva, E. P. Kuzmicheva, V. G. Petrova, A. G. Litvak, V. I. Lubovsky and others); teachings on the general laws of development of normal and abnormal children, on the potential development of a child (L. S. Vygotsky, E. I. Gracheva, R. E. Levina, E. M. Mastyukova, etc.); the  concept of periodization of mental development in ontogenesis, the psychological theory of the game (D.B. Elkonin). The study is based on the idea of childhood autism presented by domestic and foreign authors (V.V. Lebedinsky, K.S. Lebedinskaya, O.S. Nikolskaya, E.R. Baenskaya, A.V. Khaustov, R. Jordan, D.M. Ricks, M. Sigman, JA Ungerer, L. Wing et al.). Research methods were determined in accordance with the goal, hypothesis and tasks of the work. In the course of the study, both theoretical and empirical methods were used. The bibliographic method belongs to the first, the ascertaining experiment using the questionnaire “Assessment of communication skills in children with autism spectrum disorders” proposed by A. Khaustov, developed on the basis of the methodology “Assessment of social and communication skills for children with autism”, belongs to the second. The questionnaire is used to assess the formation of communication skills in children of senior preschool and primary school age with autism spectrum disorder. Parents are primarily involved in filling out the questionnaire, who fill out the questionnaire based on the results of monitoring their own child.Results. We identified the distinctive features of the communication skills of senior preschoolers in two groups of subjects. All subjects of group A showed a low level of formation of communicative skills, and all subjects of group B showed an average. The directions of the corrective work of a speech therapist teacher with preschool children with ASD of different groups are described taking into account the identified features.