scholarly journals Reading Training in Children with Autism Spectrum Disorders

2020 ◽  
Vol 18 (2) ◽  
pp. 70-76
Author(s):  
N.A. Nikonova ◽  
U.B. Pavlova
Keyword(s):  
Autism Spectrum Disorders ◽  
Reading Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Attention And Memory ◽  
Training Material ◽  
Resource Center ◽  
Spectrum Disorders ◽  
Primary School Age ◽  
Education Process

Presented an adapted training material aimed at the formation of reading skills which realizes during the education process of children with autism spectrum disorders of senior preschool and primary school age at the school “Rassvet” of the Federal Resource Center for Organization of Comprehensive Support to ASD. Descriptions of typical groups of deficits that affect the process of mastering of reading skills are given, such as: the specifics of social interaction and insufficient level of development of social skills, insufficient motivation for interaction and joint activity, low level of development of an imitative reflex. Directions of work are offered and methodological recommendations for classes are given. An example of the author's blank tool for reading training is given. Studying of the letter “U” illustrates the tool. Specific tasks are presented for the studying of this grapheme. Work options for the development of spatial gnosis, auditory-visual attention and memory, the formation and development of communication skills are given.

scholarly journals The Speech Comprehension Skill Development in Children with ASD of Preschool and Primary School Age

2018 ◽  
Vol 16 (1) ◽  
pp. 18-21
Author(s):  
N.A. Nikonova ◽  
U.B. Pavlova
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Comprehension ◽  
School Age ◽  
Speech Understanding ◽  
Comprehension Skill ◽  
Resource Center ◽  
Spectrum Disorders ◽  
Primary School Age

Children with autism spectrum disorders frequently have speech problems. Reasons of speech understanding disorders of children are listed. The experience of correction work of teachers on the understanding of the speech and reading in children of the junior, senior preschool and junior school age is described. Presented correctional experience approbated in the school of the Federal Resource Center for the Organization of Comprehensive Support for Children with Autism Spectrum Disorders. The stages of work and methodological recommendations for employment are offered.

scholarly journals The Technique of Teaching Children with ASD How to Work with Salted Dough

2018 ◽  
Vol 16 (3) ◽  
pp. 17-22
Author(s):  
T.V. Korotkaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Resource Center ◽  
Children With Asd ◽  
The World ◽  
Spectrum Disorders

Development of fine motor skills is an important part of corrective work with children with autism spectrum disorders. The salted dough is well suited for this purpose: the dough can be rolled, kneaded, rolled out with a rolling pin, wiped through a strainer and grated, which causes a lot of interest in children and motivates them to the lessons. The stages and techniques of teaching children at classes within the creative workshop “We Shape the World with Our Own” in the Federal Resource Center for Organization of Comprehensive Support for Children with Autism Spectrum Disorders are described. Recommendations are given on the use of techniques for working with salt dough.

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 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 Clinical polymorphism and variability in education of autistic children

2016 ◽  
Vol 14 (4) ◽  
pp. 3-9
Author(s):  
S.A. Morozov ◽  
T.I. Morozova
Keyword(s):  
Autism Spectrum Disorders ◽  
Correctional Education ◽  
Educational Development ◽  
Clinical Signs ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Autistic Children ◽  
Spectrum Disorders ◽  
Main Components ◽  
Education Process

Children with autism spectrum disorders are considered a highly heterogeneous group by clinical signs, which makes it impossible to develop a common method of correctional and educational development for them. In this article, results of an analysis of clinical, psychological and pedagogic polymorphism in autism spectrum disorders are shown, emphasized are its main components and basic consequences necessary for organizing education. Results are viewed in the context of the principle of variability in education. A dual structure of variability in education of autistic children has been discovered. Shortly reviewed are some topical problems of correctional education process for autism spectrum disorders.

scholarly journals «Kashenkin Lug»: Program for Consultative Psychological and Educational Support for Families Having Children with ASD. Evaluation of Efficiency

2021 ◽  
Vol 19 (4) ◽  
pp. 50-61
Author(s):  
S.N. Pantsyr ◽  
E.L. Krasnoselskaya ◽  
K.K. Danilina ◽  
E.Yu. Davydova ◽  
A.V. Khaustov
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Educational Support ◽  
Resource Center ◽  
Children With Asd ◽  
Educational Pathways ◽  
The Family ◽  
Spectrum Disorders

The article presents current understanding of consultation of children with autism spectrum disorders (ASD) in Russia along with the typical contexts in which families looking for help. The necessity of an integrated approach to the organization of consultations shown. We introduce a three-component program of psychological and educational support developed at the Federal Resource Center for Organization of Comprehensive Support to Children with ASD of MSUPE. The program includes a comprehensive psychological and educational examination, the development of an educational route and the feedback receiving, aimed at the analysis of the dynamics of development. The results of the evaluation of the effectiveness of the implementation of the program shown, demonstrating positive dynamics in the development of the child and the emerging needs of the family. We registered change in educational pathways as well as improvement of adaptive behavior. Additionally, we analyzed typical difficulties in following recommendations as reported by parents

scholarly journals Organization of the Environment for Teaching Children with ASD

2018 ◽  
Vol 16 (1) ◽  
pp. 13-17
Author(s):  
O.V. Zagumennaya ◽  
A.V. Vasilyeva ◽  
V.V. Kisten ◽  
O.V. Petrova
Keyword(s):  
Autism Spectrum Disorders ◽  
Educational Program ◽  
Critical Role ◽  
Children With Autism ◽  
First Grade ◽  
Autism Spectrum ◽  
Resource Center ◽  
Class Environment ◽  
Spectrum Disorders ◽  
Program Version

A structured environment plays a critical role in the education of children with autism spectrum disorders. The experience of structuring of the class environment in the Federal Resource Center for the Organization of Comprehensive Support for Children with Autism Spectrum Disorders is presented. The material is approbated in work with children who entered the first grade of the school. The Central Psychological-Medical Pedagogical Commission recommended the Adapted Basic Educational Program (version 8.3) for these children.

scholarly journals The techniques of behavioral organization and of teaching of children with ASD used by teachers in primary school of Federal Resource Center of MSUPE

2017 ◽  
Vol 15 (4) ◽  
pp. 26-34
Author(s):  
M.I. Bereslavskaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Primary School ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Pedagogical Practice ◽  
Resource Center ◽  
Behavioral Organization ◽  
Children With Asd ◽  
Spectrum Disorders

Pedagogical recommendations and techniques of work with ASD children are described as the results of successful long-term pedagogical practice in the school for children with autism. Nowadays this is the school of the Federal Resource Center for Organization of Comprehensive Support to Children with ASD. Present paper is addressed to teachers of children with autism spectrum disorders.

scholarly journals Academic skills in children with autism spectrum disorders with monolingual or bilingual experience

2019 ◽  
Vol 4 ◽  
pp. 239694151988817
Author(s):  
Sandra B Vanegas
Keyword(s):  
Academic Achievement ◽  
Autism Spectrum Disorders ◽  
Reading Skills ◽  
Word Reading ◽  
Children With Autism ◽  
Academic Skills ◽  
Autism Spectrum ◽  
Language Experience ◽  
Math Skills ◽  
Spectrum Disorders

Background and aims The academic development of children with autism spectrum disorders is important to investigate as it can provide opportunities for higher education, independent living, and successful employment in adulthood. Although educational data find that children with autism spectrum disorders can achieve similar levels of academic achievement in inclusive settings as neurotypical children, little is known about how children with diverse language experiences with autism spectrum disorders develop academically. Research on neurotypical, bilingual children finds that although many may lag behind their monolingual peers on measures of academic achievement, these gaps can be minimized with bilingual education programs. Within clinical practice, concerns are still raised about bilingual exposure in children with autism spectrum disorders, with assumptions and recommendations made to limit the language of exposure to minimize risks to development. To improve the evidence-base on bilingual experience in children with autism spectrum disorders, the present study will examine whether basic academic skills (i.e., word reading, numerical operations, spelling) vary as a function of language experience (i.e., monolingual vs. bilingual). Methods The data presented in this study were based on medical records of children with autism spectrum disorders who visited a clinic in a large, urban city in the United States. Records were included for this study if children had information/data on language status, nonverbal cognition, and standardized scores for reading, math, and spelling on a standardized academic achievement test. The final sample included children with autism spectrum disorders with monolingual language experience ( n = 18) or bilingual language experience ( n = 13). Results Repeated measures analysis of variance analyses found that children with autism spectrum disorders with monolingual experience had higher scores on word reading skills when compared to children with autism spectrum disorders with bilingual experience. However, a different pattern was found for numerical operations, with children with autism spectrum disorders with bilingual experience outperforming children with autism spectrum disorders with monolingual experience. No differences were found between groups on spelling skills. Conclusions The preliminary findings suggest that bilingual language experience may be related to early literacy and math skills in children with autism spectrum disorders. It may be that word reading skills are slower to develop among children with autism spectrum disorders with bilingual experience due to the development of two linguistic profiles. Math skills may be enhanced in children with autism spectrum disorders with bilingual experience through the mediation of other cognitive skills (e.g., executive functioning). Implications: This preliminary study demonstrates that bilingual experience does not negatively affect the development of academic skills in children with autism spectrum disorders. Further exploration of how bilingual experience may benefit children with autism spectrum disorders is needed.

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