RESEARCHING OF IMAGINATION OF PRIMARY-SCHOOL-AGE CHILDREN WITH AUTISM SPECTRUM DISORDERS

Abstract

The expediency of a differentiated approach to the diagnosis of the imagination of primary-school-age children with autism spectrum disorders (ASD) is substantiated. The connection imagination with other mental processes is indicated. The difficulties associated with the process of researching the cognitive activity of children with autism are identified. The educational abilities of the child which should be paid special attention in researching the imagination of children with ASD are singled out. It is noted that the imagination of children with ASD develops with certain features. The method of researching the development of the imagination of primary-school-age children with typical and impaired development is described. It contains the following components: study of the level of development of verbal and non-verbal imagination, visual and figurative thinking, prognostic skills. The level of ability to forecast, to establish cause-and-effect relationships, diagnoses the formation of an internal plan of action and reflection are determined in the methodology. The results of the researching of the development of imagination and prognostic skills of primary-school-age children with typical and impaired development are described and analyzed. Children with typical and impaired development towards their level of development of verbal and non-verbal imagination, visual thinking, development of prognostic skills, cause-and-effect relationships, formation of an internal action plan are compared. It is concluded that it is important for children with ASD to develop their imagination, as it contributes to the improvement of learning, socialization and adaptation skills.