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.
THE CONTENT OF THE MODEL OF IMPROVEMENT OF PHYSICAL QUALITIES, SKILLS OF SENSORY PERCEPTION, SPEECH DEVELOPMENT IN PRESCHOOL CHILDREN WITH AUTISM
