A model for enhancing social communication and interaction in everyday activities for primary school children with ASD

The problem of providing psychological and pedagogical assistance to children with autism spectrum disorder (ASD) and their families has recently been extremely urgent. ASDs are a group of pervasive developmental disorders, the main manifestations of then are the lack of ability to social interaction, communication disorders and stereotyped behavior. With the recognized practical and theoretical significance of the study of the communicative sphere and the abundance of serious studies devoted to this topic, the problem of studying the communicative characteristics of children with autism, as is well known, still remains poorly understood. The article presents the results of scientific research in the field of developmental and clinical psychology: the mechanisms of formation of communication in children with autism spectrum disorders (ASD), a comprehensive study of the influence of parent-child relationships on the communication's development of primary school children with autism spectrum disorders. According to the results of studies of the influence of parent-child relations on the development of communication in primary school children with ASD, the diagnostic complex for the study of communication in primary school children with ASD and styles of parent-child relationships in families raising children of this category was offered. Practical psychologists can use the results of the study during work with children with ASD and their families. The purpose of the article is to present the results of the study of the influence of parent-child relationships on the communication's development of primary school children with autism spectrum disorder.

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PO-0810 Parental Socio-economic Characteristics And Social Communication Questionnaire Scores For Primary School Children Screened As Part Of An Autism Prevalence Study

Archives of Disease in Childhood ◽

10.1136/archdischild-2014-307384.1444 ◽

2014 ◽

Vol 99 (Suppl 2) ◽

pp. A519.1-A519

Author(s):

AM Boilson ◽

A Staines ◽

MR Sweeney

Keyword(s):

Primary School ◽

School Children ◽

Social Communication ◽

Primary School Children ◽

Prevalence Study ◽

Social Communication Questionnaire ◽

Autism Prevalence

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The Relationship of Sensory Profile with Behavioral Problems and Psychophysiological Markers in Primary School Children with ASD

Autism and Developmental Disorders ◽

10.17759/autdd.2021190401 ◽

2021 ◽

Vol 19 (4) ◽

pp. 5-14

Author(s):

M.O. Gromova ◽

N.L. Gorbachevskaya ◽

U.A. Mamokhina ◽

K.K. Danilina

Keyword(s):

Primary School ◽

School Children ◽

Behavioral Problems ◽

Social Adaptation ◽

Sensory Profile ◽

Primary School Children ◽

Bioelectrical Activity ◽

Children With Asd ◽

Sensory Impairments ◽

The Relationship

Sensory impairments in children with ASD can be one of the main issues that affect social adaptation and integration into society. In present pilot study, the sensory profile of primary school children with ASD investigated using the Sensory Experience Questionnaire SEQ 3.0, which is being validated on a large group of children with developmental disabilities. The relationship between sensory impairments and behavioral difficulties studied in two groups of autistic children: with and without intellectual impairments, 20 participants in each group. The features of their sensory profiles, adaptive behavior, bioelectrical activity of the brain, and the connection between those features investigated. The results showed the effectiveness of the SEQ 3.0 for assessing sensory traits in children with ASD, also the relationship between impaired sensory perception, behavioral characteristics and the pattern of brain bioelectrical activity in children with ASD revealed.

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