scholarly journals THE MODELS DESCRIBING ASD FORMATION: WHETHER DIALOGUE IS POSSIBLE?

Reflexio ◽  
2019 ◽  
Vol 12 (1) ◽  
pp. 115-132
Author(s):  
E. A. Dorosheva
Keyword(s):  
Autism Spectrum Disorders ◽  
Sensory Integration ◽  
Autism Spectrum ◽  
Interpersonal Interactions ◽  
Self Perception ◽  
Spectrum Disorders

Whether dialogue is possible between different models describing formation autism spectrum disorders (ASD)? This problem is considered. Features of methodical bases and the corresponding terminology in the model of mind, approaches based on interpersonal interactions, model of sensory integration were compared. In addition to earlier described “through” phenomena connected with development of RAS (intolerance to uncertainty and deficiency of self-perception) the contribution of interpersonal attachment disturbances was described. The conclusion about ability to integrate approaches by consideration of basic phenomena in development of RAS is drawn.

scholarly journals EXPERIMENTAL APPLICATION OF HIPPOTHERAPY AGAINST PROBLEMS OF SENSOR INTEGRATION IN PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDERS

2020 ◽  
Vol 19 (S2) ◽  
pp. 110-118
Author(s):  
E Ovsiannikov ◽  
G Koviazina ◽  
V Poperekov ◽  
N Buldakova
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Sensory Integration ◽  
Visual Information ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Experimental Application ◽  
Spectrum Disorders ◽  
Romberg Test ◽  
Experimental Group

Aim. The purpose of the article is to improve sensory integration, coordination and conditioning abilities in preschool children with autism spectrum disorders (ASD) through hippotherapy classes. Material and methods. The pedagogical experiment was conducted on the premises of the Favorit equestrian club (Podolsk, Moscow Region) from September 2016 to September 2018. 10 preschool children with ASD participated in the experiment (experimental group). The following research methods were used: theoretical analysis and literature summary; pedagogical testing; summative and formative assessment; methods of mathematical statistics. Results. Analysis of changes in the indicators of the experimental group from the beginning to the end of the pedagogical experiment showed positive changes. The Romberg test indicators improved by 3.3 s, the results of the trunk stability test and trunk lift test improved by 6 and 5.03 s, respectively (p < 0.05). Assessment of sensory integration showed an improvement in tactile sensation by 14 points, in the vestibular apparatus by 12.63 points, the perception of visual information improved by 8.4 points (p < 0.05). Conclusion. The pedagogical experiment confirms the effectiveness of using hippotherapy for sensory integration dysfunctions in preschool children with autism spectrum disorders and improving coordination and conditioning abilities in children.

scholarly journals THE USE OF CORRECTIVE TECHNOLOGIES IN THE PROCESS OF PREPARING SENIOR PRESCHOOLERS WITH AUTISM SPECTRUM DISORDER FOR LEARNING ACTIVITIES

2020 ◽  
Vol 4 ◽  
pp. 47-52
Author(s):  
Yuliia Sidenko ◽  
Oleksandr Kolyshkin
Keyword(s):  
Autism Spectrum Disorders ◽  
Sensory Integration ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Learning Activities ◽  
Educational Activity ◽  
Cognitive Readiness ◽  
Aba Therapy ◽  
Spectrum Disorders

The authors of the article have analyzed scientific research on the problem of the formation of cognitive readiness for educational activity in children with autism spectrum disorders of senior preschool age. It is noted that for children with autism spectrum disorders, a special approach should be applied with a focus on world standards and effective methods of correction and training should be developed. It is revealed that today the psychological and pedagogical correction of the development of autism does not have unambiguity and consistency regarding technologies and methods that would help to effectively overcome autism spectrum disorders and contribute to the effective preparation of autistic children for educational activities. The content of the concept of "cognitive readiness" is revealed as a prerequisite for the development of psychological characteristics and preparation of a child with autism spectrum disorders of senior preschool age for learning activities. The features of the use of correctional technologies to increase the level of cognitive readiness for educational activity of children with autism spectrum disorders of senior preschool age have been determined. It was revealed that the main condition for the formation of cognitive readiness for educational activity in children with autism spectrum disorders of senior preschool age is the use of ABA therapy technology, the TEACCH program, (PRT), PECS, sensory integration. It is revealed that the program (TEACCH, PECS) reflects a clear algorithm of actions, encourages mental operations; method (ABA-therapy) improves the stability of concentration, memory development, forms learning behavior; (PRT) promotes the development of motivation in a child with autism spectrum disorder of senior preschool age, self-management. The formation of imagination and perception of the surrounding world is carried out in the process of conducting classes with sensory integration. It is proved that the formation of cognitive readiness for educational activity in senior preschoolers with autism spectrum disorders is an important factor in the realization of personal potential and social adaptation.

Sensory integration therapy for autism spectrum disorders: A systematic review

2012 ◽  
Vol 6 (3) ◽  
pp. 1004-1018 ◽  
Author(s):  
Russell Lang ◽  
Mark O’Reilly ◽  
Olive Healy ◽  
Mandy Rispoli ◽  
Helena Lydon ◽  
...  
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorders ◽  
Sensory Integration ◽  
Autism Spectrum ◽  
Sensory Integration Therapy ◽  
Spectrum Disorders

scholarly journals Organization of the Sensory Environment in Work with Children with Autism Spectrum Disorders

2021 ◽  
Vol 1 (6 (344)) ◽  
pp. 240-249
Author(s):  
Anastasiia Mukhina ◽  
Keyword(s):  
Autism Spectrum Disorders ◽  
Sensory Integration ◽  
Children With Autism ◽  
Autism Spectrum ◽  
The Body ◽  
Self Control ◽  
Autistic Spectrum Disorders ◽  
Autistic Spectrum ◽  
Spectrum Disorders ◽  
Fundamental Value

The article is dedicated to the peculiarities of application of the method of sensory integration in working with children with autism spectrum disorder. The authors present historical data on the research of the problem of sensory integration, the main psychological characteristics of children with autistic spectrum disorders. It is specified the definition of «sensory integration», criteria of adequate sensory integration in neurotypical people, the fundamental value for the development of which has the operation of four systems that select and analyze information related to the body. The authors of the article outline the peculiarities of the sensory sphere of children with autistic spectrum disorders, the peculiarities of visual, auditory and tactile perception of such children. It is noted that the peculiarities of the sensory sphere of children with autistic spectrum disorders cause learning problems and lead to various types of disadapted behavior. The essence of the method of sensory integration, its contents and tasks are specified. It is determined the basic rules of organization of training sessions applying the method of «sensory integration» and the categories of children with autism spectrum disorders to whom this method should be used first. Moreover, the authors present the main exercises for stimulation of sensory integration. Sensory integration helps develop such skills and psychological entities as concentration ability, emotional organization, abstract thinking, self-acceptance and self-control.

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