scholarly journals Methods of Art Therapy in Extracurricular Activities for Children with ASD as an Instruments of Forming of the Empathy to Peers

2020 ◽  
Vol 18 (4) ◽  
pp. 59-65
Author(s):  
E.E. Artemova ◽  
M.A. Rryazhenova
Keyword(s):  
Autism Spectrum Disorders ◽  
Art Therapy ◽  
Extracurricular Activities ◽  
Fairy Tale ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Primary School Children ◽  
Primary Schoolchildren ◽  
Spectrum Disorders ◽  
Comparative Results

The article considers the problem of lack of empathy and responsiveness to peers in children with autism spectrum disorders. The difficulties in the formation of social interaction in primary school children with autism spectrum disorders are the subject of discussion of special pedagogics and psychology. The article describes the experience of using art therapy methods in order to form a sense of responsiveness to peers in junior students with autism spectrum disorders. The authors give recommendations on the application of picture therapy, music therapy, play therapy and fairy tale therapy in extracurricular activities. Comparative results of the primary and repeated diagnostics of the formation of interaction skills of primary schoolchildren with ASD allow us to speak about the effectiveness of the described methods of psycho-correctional work.

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 Consensus-based typical elements of art therapy with children with autism spectrum disorders

2019 ◽  
Vol 24 (4) ◽  
pp. 181-191 ◽  
Author(s):  
Celine Schweizer ◽  
Erik J. Knorth ◽  
Tom A. van Yperen ◽  
Marinus Spreen
Keyword(s):  
Autism Spectrum Disorders ◽  
Art Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorders

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 experience of use of the sand art-therapy with children with autism spectrum disorders

2015 ◽  
Vol 13 (2) ◽  
pp. 53-59
Author(s):  
O.V. Kotlovanova ◽  
E.V. Malinina
Keyword(s):  
Autism Spectrum Disorders ◽  
Art Therapy ◽  
Clinical Case ◽  
Children With Autism ◽  
Positive Influence ◽  
Autism Spectrum ◽  
Effective Work ◽  
Children's Behavior ◽  
Spectrum Disorders ◽  
Session Plan

The article presents the results of effective work to use sand art-therapy for treatment of behavior problems in children with autism spectrum disorder. The article describes the session plan, children's behavior in dynamics and intermediate results of work with children with autism spectrum disorders in the framework of this program. The influence of the sand art-therapy on the children's behavior was analyzed. The clinical case of sessions with the boy K. was described. The overwhelmingly positive influence of such sessions was determined.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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