Creating the Correctional Environment for Personality Development of Children with Autistic Disorders

Nataliia Bazyma,Larysa Korhun,Olena Mamicheva,Iryna Rozina,Tetiana Dehtiarenko,Yuliia Krykunenko

doi:10.18662/brain/13.1/283

Abstract

A sign of the humanization of the modern pedagogical process is a profound change in its organization, primarily in creating conditions for the formation of a holistic personality of the child. The method of forming speech activity of children with autistic disorders of senior preschool age can act as an organizational and pedagogical system, which includes the functioning of specific conditions: organizational and pedagogical (the main of which - the creation of educational and corrective and communicative environment); general didactic (continuity, stages, system in the content of the formation of speech activity); technological (pedagogical and speech therapy diagnosis - starting and finishing - of the child as a basis for organizing the formation of speech activity of children with autistic disorders of older preschool age). Among the auxiliary conditions can be distinguished cognitive, creative, and communicative. Taking into account the peculiarities of mental, emotional, communicative, and speech development, we anticipate that the level of speech activity in children with autistic disorders will increase under the conditions of implementation of our methodology, and providing selected psychological and pedagogical conditions will accelerate and optimize this process.

Highlights

The analysis of the general and special psycho-pedagogical literature (Behas et al, 2019; Melnyk et al, 2019; 2021; Sheremet, et al, 2019; Yanushko, 2004), summary of the data obtained during the diagnostic and modeling phase of the experiment and direct observation of children with autistic disorders of older preschool age have made it possible to identify the conditions of a corrective approach to the formation of speech activity in children of this category
Use of self-stimulation as an integral part of the behavior of a child with autistic disorders to fill it with a new meaning, which will be the basis for the formation of speech activity;
Stimulation of speech activity taking into account the peculiarities of communicative-speech activity of a child with autistic disorders (Bazyma et al, 2020; 2021)

Summary

Introduction

The analysis of the general and special psycho-pedagogical literature (Behas et al, 2019; Melnyk et al, 2019; 2021; Sheremet, et al, 2019; Yanushko, 2004), summary of the data obtained during the diagnostic and modeling phase of the experiment and direct observation of children with autistic disorders of older preschool age have made it possible to identify the conditions of a corrective approach to the formation of speech activity in children of this category They are the following: observation of the child and direct interaction with him and an objective assessment of the dynamics of speech activity; structuring of corrective influence based on the account of the information received during inspection and supervision of the child; creation of an adequately organized environment for corrective action (structuring of mode, time, and space); correlation of the child's emotional state to form the motivation to learn new speech material and increase speech activity; use of self-stimulation as an integral part of the behavior of a child with autistic disorders to fill it with a new meaning, which will be the basis for the formation of speech activity; use of the appropriate number of tasks, the change of which would precede the oversaturation of impressions; gradual presentation of tasks with the obligatory use of stimulation as a method of forming motivation for interaction and direct speech activity; the relationship in the work of specialists and parents of children with autistic disorders. The data revealed during the observation allow concluding the possibilities of interaction of a child with autistic disorders of older preschool age with others and the level of endurance in contact with the environment at present to structure the corrective effect based on information obtained during examination and observation for the child

Creating an adequately organized environment for corrective action

Conclusions