FORMATION OF COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS OF EARLY AND PRESCHOOL AGE

Abstract

The article reveals the problem of developing communication skills in early and preschool children with autism spectrum disorders (ASD). The relevance of the study is substantiated in view of the increasing number of children with ASD and the need for early corrective and developmental intervention. It is determined that communication disorders in children of this category are manifested in difficulties in establishing eye contact, developing joint attention, using non-verbal means of communication, imitating adult actions, and forming functional speech. Modern scientific approaches to the problem of developing communication skills in children with ASD, which are presented in the works of domestic and foreign researchers, are analyzed. The interrelationship of speech, cognitive, and sensory disorders in the structure of autistic manifestations is emphasized.

The article highlights the peculiarities of the influence of sensory system dysfunctions on the development of communication in a child with ASD. The importance of sensory integration in overcoming barriers to social interaction and developing the basic prerequisites of communication is characterized. The features of corrective work in disorders of the vestibular, proprioceptive, tactile, auditory and visual systems are described. The role of the Denver Early Intervention Model (ESDM) in the development of joint activity, imitation, emotional interaction and motivation for communication is determined. The importance of early start of corrective assistance for children with ASD is determined.

The main stages of forming communication skills using PECS are revealed - from physical exchange of a card to building simple sentences and commenting on the environment. Special attention is paid to the formation of motivation for interaction and the development of initiative in the process of communication of a child with adults. An example from practical experience of using the PECS system in working with a three-year-old child with ASD is given, which confirms the effectiveness of this approach in developing initiative communication, reducing manifestations of undesirable behavior and stimulating the appearance of speech reactions. The conclusion is made about the need for a comprehensive and individualized approach to the formation of communication skills in children with ASD, taking into account their sensory, cognitive, emotional and speech characteristics.