scholarly journals The DIRFloortime Approach in Speech Therapy for Speech Development in Children with ADs and Other Disorders. Recommendations for Parents and Teachers

2019 ◽  
Vol 17 (2) ◽  
pp. 46-57
Author(s):  
E.S. Gomozova ◽  
M.A. Gomozova
Keyword(s):  
Autism Spectrum Disorders ◽  
Intervention Program ◽  
Speech Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Development ◽  
Developmental Approach ◽  
Spectrum Disorders ◽  
Speech Therapists

The “RecheTsvetik” center offers an intervention program based on the DIRFloortime developmental approach for speech development in children with autism spectrum disorders. The main rule when working with a child is to help him learn how to use ideas and words and to associate words and ideas of a parent or a teacher with his own desires and intentions. This article provides recommendations and techniques used by DIR speech therapists to develop speech in children with autism spectrum disorders and is intended for parents and teachers.

scholarly journals Differentiated approach in speech therapy of preschool children with autism spectrum disorders

2021 ◽  
pp. 63-71
Author(s):  
Yanina Yurievna Dobromil ◽  
◽  
Yana Sergeevna Ivashchenko ◽  
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Speech Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Development ◽  
Initial State ◽  
Stage Of Development ◽  
Spectrum Disorders ◽  
Positive Results

The article presents a description of a differentiated approach in the development of the content of individual speech therapy support for preschool children with autism spectrum disorders. The need to develop individualized routes of speech therapy support is due to the heterogeneity of this category of children. Taking into account the initial state of speech development contributed to the formation of speech skills available at this stage of development and possible for each group of autistic children. The use of such an approach in correctional practice made it possible to obtain qualitatively new positive results: in children with mutism, the possibilities of understanding addressed speech and the formation of non-verbal communication skills have significantly expanded; children with echola-personal speech not only improved their understanding of speech, but also the number of echolalia decreased, skills of spontaneous phrasal speech appeared; children with an automonologist mastered the skills of spontaneous detailed speech in dialogical and monologic forms.

scholarly journals Using sculpturing during speech therapy sessions in order to involve a child with ASD in joint activities

2016 ◽  
Vol 14 (2) ◽  
pp. 39-44
Author(s):  
L.I. Vlasova
Keyword(s):  
Autism Spectrum Disorders ◽  
Speech Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Development ◽  
Joint Activities ◽  
Spectrum Disorders ◽  
Autistic Disorders ◽  
Therapy Sessions ◽  
Further Development

Children with autism spectrum disorders often have particular hardships in participating in joint activities with an adult. This makes interventions more problematic and draws back the achievement of planned educa¬tional goals. At the early stages of speech therapy, the important goal of individual sessions with the majority of children with autism spectrum disorders is not speech development in itself but developing motivation for joint activities. To ensure successful interaction between an educator and a child, different techniques can be used, including those that are not typical for speech therapy sessions, for example, sculpturing as a preferred activity with enjoyable sensory input. The article describes tips for developing rapport with children with autistic disorders, and a strategy for involving them in joint activities and further development of their speech.

The Information Site as the Way of the Communicative Skills Development of Children with Autism Spectrum Disorder

2021 ◽  
pp. 90-97
Author(s):  
Oksana Vasilievna Stepkova ◽  
◽  
Natalia Vasilievna Kushnareva ◽  
Keyword(s):  
Autism Spectrum Disorders ◽  
Communication Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Development ◽  
Primary School Children ◽  
Skills Development ◽  
Communicative Skills ◽  
Primary Schoolchildren ◽  
Spectrum Disorders

Introduction. The article is devoted to the problem of the communicative skills development of primary school children with autism spectrum disorders using the information site. The purpose of the article is to highlight the possibilities of using the information site by teachers in the process of communication skills development in children with autism spectrum disorders. Research methodology and methods. The research is based on the methodology of a differentiated approach taking into account the age and individual capabilities of the schoolchildren, as well as the severity of the disorder. Various classifications of autism spectrum disorders have been analyzed, and special attention has been paid to the consideration of the peculiarities of speech development, namely, its communicative function. The stages of the research carried out in order to identify the level of communication skills development of children with autism spectrum disorders and the search for ways of corrective work are reflected. Research results. The results of experimental work with the use of an information site aimed to communication skills development of primary schoolchildren with autism spectrum disorders have been presented. Conclusion. In conclusion we should underline that the communicative skills are one of the main manifestations of autism spectrum disorders and teachers can use information technology (for example, an information site) to develop these skills.

scholarly journals Variability in correction and speech therapy work with the children of primary school age with ASD and intellectual disability

2017 ◽  
Vol 15 (3) ◽  
pp. 16-23 ◽  
Author(s):  
S.V. Andreeva
Keyword(s):  
Autism Spectrum Disorders ◽  
Intellectual Disability ◽  
Speech Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Disorders ◽  
School Age ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Primary School Age

Speech disorders in children with autism spectrum disorders are variable and polymorphic, which creates the need for variability in correctional approaches in speech therapy. Present article shows the techniques which are used in practice of language correction therapy, especially in correction of speech underdevelopment at the stage of the formation of phrasal speech in children with ASD in conjecture with intellectual disability. The importance of social development of children, perceptivity in the formation of higher mental functions, in particular, speech and thinking, is stressed.

scholarly journals The Analyses of Possible Indicators of Children With Autism Spectrum Disorders Early Diagnosis

2021 ◽  
Vol 4 (2) ◽  
pp. 60-79
Author(s):  
Kristina Kharatyan
Keyword(s):  
Autism Spectrum Disorders ◽  
Early Diagnosis ◽  
Speech Therapy ◽  
Autism Spectrum ◽  
Speech Development ◽  
Social Adaptation ◽  
Development Communication ◽  
Social Partnership ◽  
Long Time ◽  
Spectrum Disorders

Nowadays autism spectrum disorders (ASD) are on the list of most frequent childish disorders. It is characterized by communicational, behavioural, and emotional difficulties, unique manifestations of cognitive processes, lack of communicational initiative. ASD is a developmental disorder that occurs in early childhood, persists into adulthood, and affects three areas of development: communication, social partnership, and behavior. So, when the means of communication are incomplete or absent, the normal course of the child's development is being disrupted, social adaptation becomes impossible. For the effective organization of speech therapy intervention of children, it is necessary to start child`s rehabilitation work as   possible of the child's development: The author's long time professional experience (15 years) in working with these children indicates that one of the keys to the best effectiveness of communication and speech development is early intervention, which can be organized only after the early detection and diagnosis of children with ASD. One of the prerequisites for early diagnosis is to ensure the continuity of the awareness process among parents, which is the main goal of our article.

Parent Reports of Treatments and Interventions Used With Children With Autism Spectrum Disorders (ASD): A Review of the Literature

2014 ◽  
Vol 38 (1) ◽  
pp. 63-90 ◽  
Author(s):  
Sarah Carlon ◽  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Autism Spectrum Disorders ◽  
Speech Therapy ◽  
Empirical Support ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
Review Of The Literature ◽  
Dietary Interventions ◽  
Spectrum Disorders ◽  
Number Of Treatment

With the increasing number of treatment and intervention options for parents of children with autism spectrum disorders (ASD) in recent years, the number and types of interventions that parents are choosing to use has become of interest. In the present paper, the authors review 41 articles (describing 42 studies) presenting quantitative data on intervention choices of parents of children with ASD. Speech therapy was the most commonly reported intervention for both current and lifetime use. Across the studies, parents were reported to be using a variety of interventions, from those with strong empirical support, such as applied behaviour analysis (ABA), to others that lacked such support, such as dietary interventions. Some differences in the data presented across studies may be attributed to the range of different methodologies used to collect the data. Recommendations for future research, including those related to collecting treatment usage data more consistently, are discussed.

scholarly journals Application of Sensory-Acoustic Noise Technique in Speech Therapy

2018 ◽  
Vol 16 (2) ◽  
pp. 9-20 ◽  
Author(s):  
S.V. Andreeva
Keyword(s):  
Autism Spectrum Disorders ◽  
Speech Therapy ◽  
Acoustic Noise ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Therapeutic Practice ◽  
Resource Center ◽  
Therapy Program ◽  
Spectrum Disorders ◽  
Acoustic Sensitivity

Paper describes author’s correctional technique used in speech-therapeutic practice at the stage of speech formation in children with autism, burdened with pronounced intellectual disability. The technique of sensoryacoustic noise allows children to memorize the studied material quickly and qualitatively. Also it helps to work with children with autism spectrum disorders that have hypersensitivity, including acoustic sensitivity. The speech-therapy program aimed at forming of verbal function in students without productive speech of the approbated in primary correctional school branch of the Federal Resource Center for the organization of comprehensive support of children with autism spectrum disorders is presented.

scholarly journals Learning to Read in Primary School Children with ASD and Intellectual Disabilities at the «Reading and Speech Development» Class

2018 ◽  
Vol 16 (2) ◽  
pp. 38-41
Author(s):  
K.A. Tilkhonova
Keyword(s):  
Autism Spectrum Disorders ◽  
Intellectual Disabilities ◽  
Adaptive Learning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Development ◽  
Primary School Children ◽  
Proximal Development ◽  
Mental Abilities ◽  
Spectrum Disorders

Children with autism and intellectual disabilities are able to master the reading skill in the conditions of systematic prolonged and adaptive learning. A teacher who realizes present task is important to know and take into account not only actual, but also potential mental abilities of the student. It is important for the teacher to apply new techniques of correctional pedagogy in his work, supplementing them with classical evidencedbased and reliable ones with the reliance on the zone of proximal development and on the principles of special pedagogy, in particular: developing education, accessibility, visibility, systemic and individuality. It is important for a teacher to remember that he is not only teaches, but also forming the personality of the child as a whole. The experience of teaching children with autism spectrum disorders and moderate intellectual disabilities to read who are educating in the school of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders is described.

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