BASIC CONCEPTS AND TERMINOLOGICAL GUIDELINES IN THE RESEARCH OF THE FORMATION OF EMOTIONAL VOCABULA OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

Abstract

This article presents a theoretical analysis of key concepts and terminology related to the development and formation of emotional vocabulary in children with autism spectrum disorder (ASD). The essence of emotionality as a component of a word’s semantic structure is defined, and the concept of emotional vocabulary as the verbalization of one’s own and others’ emotions in the communication process is clarified. The author’s interpretation of alexithymia, emotional vocabulary, emotional intelligence, and the expressive and receptive components is substantiated. It has been established that alexithymia is a multidimensional psychological construct manifested in difficulties in recognizing, differentiating, and verbalizing emotions, and that it affects the quality of interpersonal interaction. It has been found that the development of emotional vocabulary in children with ASD is a complex process determined by the level of development of the emotional sphere, social skills, as well as the receptive and expressive components of speech. The structure of the receptive component, which encompasses auditory and visual perception of speech and the execution of instructions, has been identified. The importance of contextual understanding of emotional words for effective communication is emphasized. The concept of expressiveness is defined as a characteristic of speech that ensures its emotional expressiveness and persuasiveness, thereby enhancing the significance of utterances in the communication process. The distinction between the emotional and expressive components of speech is emphasized, taking into account the dynamic nature of emotional states. It is demonstrated that alexithymia acts as a factor that complicates the acquisition of emotional vocabulary, which may affect the further development of reading and writing skills. A correlation has been established between emotional intelligence and the ability to understand one’s own emotional states, which allows for their use in socialization and communication. The necessity of a comprehensive approach to the development of emotional vocabulary, taking into account the development of emotional intelligence and social interaction, has been substantiated. Future research directions are related to the development of diagnostic and corrective-developmental methods for children with ASD.