Executive function and attention profiles in preschool and elementary school children with autism spectrum disorders or ADHD

2014 ◽  
Vol 60 (3) ◽  
pp. 144-154 ◽  
Author(s):  
Judith Sinzig ◽  
Isabella Vinzelberg ◽  
Dagmar Evers ◽  
Gerd Lehmkuhl
2015 ◽  
Vol 13 (2) ◽  
pp. 48-52
Author(s):  
O.A. Belyalova

While teaching children with autism spectrum disorders how to draw the teacher needs to focus on the fact that each child has creative potential and art activities play important part in the brain development. Often children diagnosed with autism spectrum disorder have serious speech impairments, for example, they can talk to parents and family members, but not to classmates and teachers. In that case, one can communicate with a child through drawings, and to access their mood and desires through them. The article describes the method of joint drawing during teaching elementary school children with autism spectrum disorders from the school at the Center for Psychological, Medical and Social Support to Children and Adolescents.


2015 ◽  
Vol 24 (6) ◽  
pp. 606-623 ◽  
Author(s):  
Daisy Titeca ◽  
Herbert Roeyers ◽  
Tom Loeys ◽  
Annelies Ceulemans ◽  
Annemie Desoete

2020 ◽  
pp. 25-29
Author(s):  
Elena Yurevna Borisova

The results of testing the model of psychological and pedagogical support for elementary school children with autism spectrum disorder and intellectual disabilities who are studying in inclusive education are presented in the article. The main target groups and activities of specialists within the framework of the implementation of this model are identified, and the possibilities of using applied behavior analysis in the organization of support are determined. The importance of interaction of all subjects of the educational environment in creating the conditions necessary for successful socialization of children is updated. Research methods and materials: observation, comparison, analysis of testing the model of psychological and pedagogical support for children with intellectual disabilities. Testing was carried out on the basis of 7 educational organizations in Yoshkar-Ola and rural settlements of the Republic of Mari El. The study involved elementary school children studying in a resource class at a secondary school. Methods of assessment and schemes for identifying the level of social and psychological adaptation of elementary school children are reviewed. Research result. Positive dynamics of indicators of social and psychological adaptation could be observed. The following indicators were improved: emotional and volitional sphere, behavior in general, interaction with peers. All those components characterize the emotional and behavioral components of social competence. It is concluded that testing the model of psychological and pedagogical support for school children with autism spectrum disorder and intellectual disabilities, based on the cooperation of all subjects of the educational environment, is effective and advantageous.


Sign in / Sign up

Export Citation Format

Share Document