scholarly journals Speech Therapy Work with Elementary-School Children with Autism Spectrum Disorders and Intellectual Disabilities

2020 ◽  
Vol 18 (1) ◽  
pp. 76-84
Author(s):  
S.V. Andreeva
Keyword(s):  
Autism Spectrum Disorders ◽  
Intellectual Disabilities ◽  
Speech Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Alternative Communication ◽  
Developmental Opportunities ◽  
Spectrum Disorders ◽  
Personalized Approach ◽  
Impaired Speech

Asynchronous neuropsychic development of children with autism spectrum disorders (ASD) involves not only a personalized approach, which takes into account behavioral characteristics of children during their education and correction, but also the development of new habilitation programs. The structural components of speech therapy work with children with ASD and intellectual disabilities presented. The most important motivational and incentive stage of work with children with behavioral features, which includes the formation of special educational environment, described in detail. As part of a comprehensive speech therapy work, basic differentiated tasks are determined depending on the degree of formation, impaired speech and potential developmental opportunities, from the establishment of sufficient articulatory capabilities to the development of verbal or alternative communication. The main directions of speech therapy work on the formation of speech function in primary schoolchildren studying in programs for children with intellectual disabilities presented. Experience of speech therapy practice in correctional work with children with writing and reading disorders presented.

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.

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.

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.

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