MODEL OF DIAGNOSIS AND SUPPORTING DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF CHILDREN WITH ASPERGER SYNDROME

Abstract

The article presents the author's model of diagnosis and development of communicative competence of children with Asperger's syndrome. The presented model is constructed based on in-depth analysis of literature in the field of social communication and psychosocial functioning of people with Asperger syndrome. It also takes into account the concept of communication competence. In addition, the presented version of the model was created as a result of the collected qualitative data and analysis of communication behaviors revealed by students with Asperger's syndrome at the first stage of education (early school education) in relationships with adults and peers in formal and informal school situations. The analyses were carried out on the empirical material collected during observations during educational activities (Polish class, mathematics, art, music, physical education, computer science, English), after school club activities (care and education) and during breaks in school. The research group consisted of five students. The following group selection criteria have been adopted: current diagnosis of Asperger syndrome; sex (boys); educational stage (first - early school education), form of education (integration classes). Observations of communication behaviors were carried out from September 2015 until the end of March 2016 . The results of the research indicated that: 1 students present diverse communication behaviors (both verbal and non-verbal, consistent with social norms and deviating from accepted social norms); 2 in terms of communication, there is a large individual diversity in terms of communication strategies with an adult and peers (students present differentiated communication behavior profiles); 3 communicative behaviours of students with Asperger's syndrome are related to communication skills of people involved in interactions (peers and adults). The model of communicative competence of children with Asperger's Syndrome is a multi - dimensional, vertical construct that includes two levels: diagnostic level and developmental supporting level I. Konieczna, B. Marcinkowska, K. Smolinska 2016).