Cognitive Functions Dynamics In Preschoolers With Autism Disorders Under Rehabilitation Centre Conditions

Abstract

The present article is devoted to the analysis of the results of our study conducted on thirty-seven preschool children with autism spectrum disorder. At the first stage, the uneven development of cognitive functions (perception, attention, thinking, and memory) is found. The following main problems are identified: difficulties concerning the inability for voluntary concentration, the inability to perceive an assignment, to imitate, etc. The children are divided into two groups: the experimental group (the children with low and below-average levels of cognitive function development) and the control group (the children with average and high levels of cognitive function development). The children from the first group have had cognitive remediation lessons individually once a week during five months. The duration of one lesson is forty minutes, on average including from three to five assignments aimed at developing particular cognitive functions, depending on a child’s individuality. After these sessions, it is detected that cognitive function development in children from the experimental group has a significant progress. As a result of using the mathematical method of data processing, we have confirmed our assumptions that special classes for cognitive function development have a significant influence on the development of perception, attention, memory, and thinking. Also, using the sign test, it is found that minor changes in the secondary diagnosis results of the control group in all the five methods are random.