Rules for working with autistic children
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Rules for working with autistic children
— differentiation of speech disorders caused by autism and related syndromes;
Establishing emotional contact with the child;
Activation of speech activity;
Formation and development of spontaneous speech in everyday life and in play;
— development of speech in a teaching situation.
Main stages of work
Working with children suffering from early childhood autism is long and painstaking. The efforts of a specialist involved in the formation of the speech of a child whose vocalizations appear only at the level of a monotonous set of sounds (“a-a”, “uh”, “mm”) should be aimed at the development of the most intact brain structures. Replacing verbal abstract images with visual ones greatly facilitates the learning of an autistic child who has the type of thinking of “literal” perception. Real objects, pictures, printed words are used at all stages of working with it. Building a visual sequence is the main condition for the success of classes with non-speaking children. The sooner we begin learning to read, the greater the chance of inducing echolalic repetition of speech sounds in the child. In parallel, special work is being carried out to overcome articulatory apraxia, the presence of which can serve as a serious obstacle to the successful development of speech. But the depth of autistic disorders does not allow us to immediately begin to educate the child’s understanding of the speech addressed to him and the development of the pronunciation aspect of speech. Before starting work on speech function, special preliminary stages of work are required.
First stage. Primary contact
The adaptation period of working with a child most often extends over several months, so the formation of interaction between the student and the teacher can begin already in the 2-3rd lesson, after establishing formal contact with the child. Formally established contact assumes that the child has felt that the situation is “non-dangerous” and is ready to be in the same room with the teacher. During this time, means are determined that can attract the child’s attention (vestibular - swinging on a swing, tactile - tickling, sensory - rattles, food). Those that will be used in the future for encouragement in the classroom are selected.
Second phase. Primary Study Skills
If a child has a pronounced negative reaction to lessons at the table, it is better to first lay out the material prepared for the lesson (mosaics, beads, puzzles, pictures, etc.) where he feels more comfortable, for example on the floor. The picture or toy that the child paid attention to should be moved to the table and, as it were, forgotten about it. Most likely, the child will casually approach the table and pick up already familiar objects. Gradually, the fear will disappear, and it will be possible to conduct classes at the table.
Organization of classes and workplace
Properly organized workplace develops the necessary educational stereotypes in the child. The material prepared for work is placed to the left of the child, the completed task is to the right. The student must remove the didactic material and transfer it to the right side of the table independently or with minor assistance. At first, the child is asked only to observe how the teacher performs the task. The student is only required, at the end of each element of the work, to put the didactic material into boxes or bags. After the child has completed this action, he should be rewarded in a previously determined way. This keeps the child engaged in a structured activity and leaves the table with a positive sense of accomplishment.
Working on basic communication skills
As a replacement for the “eye to eye” gaze, first, a fixation of gaze is developed on the picture, which the teacher holds at the level of his lips. If the child does not respond to the appeal, you need to gently turn him by the chin and wait until his gaze slides over the presented material. Gradually, the time of fixation of the gaze on the picture will increase and be replaced by looking into the eyes.
At this stage, a minimum number of verbal instructions are used: “Take”, “Put down”. The accuracy of their implementation is important for further training. Paired pictures or objects are suitable as stimulus material. It is advisable that the child fixes his gaze on the picture until it is handed over to him. This can be achieved in a simple way: Along with the picture, the teacher holds a treat in his hand. The child tracks the approach of a tasty piece (with a card) and receives it if he keeps his gaze on the picture for a sufficient time.
Third stage. Working on the pointing gesture and “yes” and “no” gestures
Spontaneous use of “yes”, “no” and pointing gestures by children suffering from severe forms of autism may arise by the age of 7-8 years, or may not appear at all, which makes communication with these children extremely difficult. Special training allows you to formulate these gestures and introduce them into the child’s daily communication with loved ones.
During classes, the teacher regularly asks the student questions: “Have you laid out the pictures?” “Did you put the pictures away?”, prompting him to nod his head affirmatively. If the child does not do this on his own, you should lightly press the palm of your hand on the back of his head. As soon as the gesture began to work, even with the help of the teacher’s hands, we introduce the “no” gesture. First we use the same questions, but ask them until the task is completed. Then gestures “yes” and “no” are used as answers to various questions.
At the same time, the pointing gesture is practiced. To the verbal instructions “Take”, “Put” we add one more: “Show”. The teacher fixes the child’s hand in the gesture position and teaches him to clearly place his finger on the desired object or picture.
Despite some mechanicalness in the use of gestures, it is necessary to encourage their use by the child, since this minimum set of non-verbal communication allows parents to determine the child’s wishes, thereby eliminating many conflict situations.
When working with puzzles, wooden frames and other constructive praxis tasks, the verbal instruction is used: “Move.” When a child fits pieces of a mosaic or puzzle (with the help of an adult), the word “Move” is repeated until the piece fits neatly into place. At this moment, you need to run the child’s hand along the assembled field, determining the absence of gaps and bulges, while repeating: “It turned out smooth.” The evenness and smoothness of the working material serves as a criterion for correct assembly, after which the child is encouraged.
Fourth stage. Reading training
It is advisable to teach reading in three areas:
The lesson is built on the principle of alternating all three directions, since each of these types of reading uses different language mechanisms of the child. Using analytical-synthetic reading techniques, we give the child the opportunity to focus specifically on the sound side of speech, which creates the basis for turning on the onomatopoeic mechanism. Syllable-by-syllable reading helps to work on the consistency and pronunciation of pronunciation. Global reading is based on the good visual memory of an autistic child and is most understandable to him, since the graphic image of a word is immediately associated with a real object. However, if you teach a child only global reading techniques, quite soon there comes a time when mechanical memory ceases to retain the accumulating volume of words.
It should be emphasized that the development of full speech in children with autism requires adequate correctional work. The initial stages of work on speech development are carried out in close cooperation between a psychologist, speech therapist, speech pathologist and psychiatrist. The immediate task of correctional work is adaptation at home - for non-speaking children; level formation speech development sufficient for introduction into children's groups and training in schools of various types - for children capable of using independent speech.
Communication impairments in an autistic child vary widely: in milder cases, the child may be selectively contactable in a familiar situation and extremely inhibited in a new environment, in the presence of strangers. Often, when it is necessary to establish contact, he experiences great anxiety and tension, and often displays negativism. In the most severe cases, he completely ignores those around him and does not notice them.
Rules for working with autistic children:
Accept the child as he is.
Based on the interests of the child.
Strictly adhere to a certain routine and rhythm of the child’s life.
Observe daily rituals (they ensure the safety of the child).
Learn to pick up the slightest verbal and non-verbal signals of the child, indicating his discomfort.
Be present more often in the group or class where the child is studying.
Talk to your child as often as possible.
Provide a comfortable environment for communication and learning.
Patiently explain to the child the meaning of his activity, using clear visual information (diagrams, maps, etc.)
Avoid overtiring your child.
If the child is very small, you need to pick him up as often as possible, hold him close, stroke him (even if he resists this at first) and speak kind words to him.
Methods of play therapy.
If you are looking for ways to build social skills in an autistic child, we recommend that you turn your attention to play therapy methods for working with children with autism. Play therapy can help autistic children improve communication and interpersonal skills. This type of therapy typically involves focusing on the child's interests and encouraging interactions based on the child's favorite activities.
Play therapy has been part of the field of mental health since the early twentieth century. In psychotherapy, specialists help children share their emotional turmoil, anxiety, grief, behavioral problems, neurological diseases and mental illnesses through play activities. The therapist-guided gameplay helps children:
Learn more about your emotions
Communicate better with other people
Develop problem solving skills
Coping with behavioral problems
Develop problem solving mechanisms at your own comfort level.
Experts recommend play therapy because play is a child's way of thinking, how he copes with his emotions and interacts with other people. A trained therapist, by guiding the child's play, can teach the child how to cope with difficult situations or feelings.
Children with autism can also benefit from play therapy. Treatment focuses on the development of speech and language, social and interpersonal skills. It may also be helpful in addressing sensory issues and encouraging desired behaviors.
In a study from the New England Children's Center (NECC, 2005) to teach creative play to autistic children, researchers used video modeling in combination with play therapy and Applied Behavior Analysis (ABA) to encourage symbolic play and encourage motor skill development. aba.blogspot.co.il/2012/10/motor-skills.html, cognitive thinking, problem solving skills and social interaction. To a group of 200 autistic students, the researchers showed a series of videos of children playing symbolic/imaginary games with toys. After watching the videos, the autistic children were encouraged to imitate the behavior of the children on the screen. A significant number of students were able to copy the behavior of the symbolic game after watching the videos.
Play therapy for working with children with autism usually includes methods such as Floortime, the P.L.A.Y project. and undirected play.
The most popular type of play therapy for autism is the DIR method - "a model based on development, individual differences and relationships" (Dr. Stanley I. Greenspan), also known as Floortime. Floortime is a child-directed play approach where play with parents, teachers and therapists is based on the child's individual interests. Therapeutic play aims to achieve six goals for each developmental milestone:
A trained professional can help parents develop a plan for introducing Floortime into their child's life, as well as provide guidance on specific situations and circumstances surrounding it.
The Play and Language for Autistic Youngsters (P.L.A.Y.) Project is a treatment program based on the work of Dr. Greenspan and his Floortime technique, but with a greater emphasis on individual parent involvement, as well as parent-parent collaboration. experts in the field of autism. Dr. Richard Solomon created Project P.L.A.Y. in 2001. This program follows National Academy of Sciences guidelines for the treatment of autistic children. The project methodology includes:
Early diagnosis and intervention
Intensive therapeutic plan with 25 hours of study per week
Play activities, which represent individual interaction between a teacher/play partners and an autistic child
Exciting games for every stage of development
Therapists also use undirected or child-directed play in treating children with autism. A 2007 study from the British University of York found that through undirected play, a child with profound autism can build interpersonal relationships and improve social skills. The therapist conducted 16 play therapy sessions with a 6-year-old boy with severe autism who, over time, began to demonstrate the following improvements in social and communication skills:
The child demonstrated growing trust and affection for the therapist
Showed signs of developing greater independence
Started playing more creative games
The study found that children with severe autism can improve their social and emotional skills through undirected play and demonstrated the need for more research into the benefits of play therapy in treating children with autism.
Consult your child's doctor and local support organizations for families with autistic children for advice on choosing a qualified play therapist. Play therapy can complement almost any existing autism intervention plan. Depending on your child's needs, you may be able to arrange for a Floortime therapist, child psychologist or occupational therapist if they are experienced in using play therapy techniques with autistic children.
autism-aba.blogspot.com
6 rules for communicating with an autistic child: compassionate techniques
The number of people born with autism is growing every year, but are we ready for them? We asked Yulia Presnyakova, an experienced psychologist who works with autistic children, to tell us what each of us should know in order to learn to communicate with such people.
Olga KOROTKAYA
The number of people born with autism is growing every year, but are we ready for them? We asked Yulia Presnyakova, an experienced psychologist who works with autistic children, to tell us what each of us should know in order to learn to communicate with such people.
- What is the most important thing in communicating with a child with autism?
Yulia Presnyakova, clinical director of the Inclusion project: Probably the most important thing is a smooth emotional background. We try to formulate all our phrases and sentences exclusively in a positive way, plus we speak very, very calmly and neutrally.
What should we know before communicating with a child with autism?
We must know exactly what we want from him now in this situation. Set yourself a specific goal. For example: “I want us to go eat.” When this goal is there, then we begin to think about how this information can be conveyed
How do we structure our speech when communicating with a child with autism?
We use clear, structured phrases, where, first of all, the emphasis is on what exactly we want to convey to the person, to the child. For example: “Do you want a banana?” or “Sit on a chair.” If necessary, we reinforce the words with a gesture or, for example, some kind of visual picture.
Shall we go play ball? Let's go to?
- Do you want to play ball?
You shouldn’t load your speech with a lot of words that complement each other: “Look, let’s look at it with you, let’s sit down, let’s open the little book, and what do we have in this little book...” In this case, the speech simply turns into noise. It ceases to be functional. Our task is to make speech functional and as understandable as possible.
Which additional funds can they help us communicate with a child with autism?
We can use the schedule to help the child organize some activity. You can use “Pex” cards (a system of communication through special cards), which allow the child to choose the item, object or action that he really wants. You can simply type schematic images from available tools, if necessary. In every house you can always find some books, some magazines, images, packaging for objects, objects, and establish interaction “in a casual, quick way.”
How can modern technology help us communicate with a child with autism?
We can use, for example, a program called “Go-talk”, with the help of which a child can learn to write about his desires, requests and what he needs.
"Do you want to drink?" And all the child does is select the word “yes” from his dictionary and press “done.”
What to do if a child is stressed?
The same behavior - the child is upset, screams, cries, it is reinforced differently depending on the reason for its origin.
Are you sad. I understand that this is so unpleasant.
So, we can calm the child if nothing really depends on us here, and he has the right to show such a reaction.
We can find the source of frustration or stress and remove it if it is up to us.
And if this is unacceptable behavior, which carries the function of asking for something or refusing something, then we emotionally ignore it, offering another possibility of asking or refusing. And in this case, ignoring unwanted behavior, we only make sure that the child does not harm himself.
www.miloserdie.ru
Childhood autism - definition, signs and methods of working with an autistic child
Seminar for teachers
The purpose of the seminar: to develop teachers’ psychological and pedagogical competence to work with children with autism spectrum disorder. Duration: 2.5–3 hours.
Introductory speech by a psychologist
Nowadays, the word “autism” can often be heard from parents and teachers. People first started talking about autism in Russia in the late 1980s. Then K.S. Lebedinskaya proposed creating special educational institutions to provide qualified assistance to children with autism spectrum disorders (ASD). Unfortunately, the proposals were not implemented at that time. And it still remains completely unclear where and how to educate such a child. In most cases, children study at home without the opportunity to attend age-appropriate group classes. But autism is a disorder of the ability to communicate, so it is very important that corrective assistance is provided to children and their parents in a timely manner.
IN Federal law dated December 29, 2012 No. 273-FZ “On education in Russian Federation“It is said that every educational institution is obliged to create conditions for the learning and development of children with special educational needs. But how to create these conditions is not stated either in the law or in any by-laws.
The only regulatory document regulating the organization of work with autistic children is a letter of instruction, which was developed by the Laboratory of Content and Methods of Teaching Children with Emotional Disorders of the Moscow Institute of Correctional Pedagogy under the leadership of O.S. Nikolskaya and E.R. Baenskoy. The letter outlines the principles of working with autistic children, analyzes the possibilities of teaching them in inclusive groups and classes, but does not describe the system for integrating such classes into a mainstream school. This process is not provided with a legislative and legal framework.
Meanwhile, according to experts, currently one child in a thousand has developmental disabilities called ASD. Despite this, many parents in Russia still do not have the opportunity to receive adequate help and support, and do not understand where and how they can educate their children. And teachers, in turn, do not have methods of working with such children and, therefore, cannot provide them with proper assistance.
At the seminar, we will try to figure out who autistic children are, what is their peculiarity, and also consider therapy methods drawn from the experience of foreign colleagues, and determine which of these methods can be applied in the Russian education system. And most importantly, we will try to understand how to interact with such children in a public school setting.
What is autism?
The presenter invites the seminar participants to give their definitions of the word “autism” and their understanding of this term. You can ask teachers to continue the sentence: “I think autism is...” The facilitator can record the thoughts of the participants on the board or whatman paper. After this, he sums up the general result, choosing the most concise interpretation of the term: “Autism is an extreme form of impaired contact, a withdrawal from reality into the world of one’s own experiences” (E. Bleuler).
The presenter offers the seminar participants other definitions of the term “autism”, which allow them to more deeply understand the topic of the seminar.
“Autism is a permanent developmental disorder that appears during the first three years of life and is the result of a neurological disorder.”
“Autism is a developmental disorder. A defect in the system responsible for the perception of external stimuli, which causes the child to react acutely to some phenomena of the external world and almost not notice others.”
In our country, autism is a disease and is included in the ICD-10 classification of diseases under the code F84.0 - “Childhood autism”. This diagnosis can be made by a child psychiatrist to a child after three years of age.
Features of the behavior of an autistic child
The psychologist invites seminar participants to imagine a child with similar characteristics. The figure of the child is schematically represented on the board; next to the board there is a box with cards on which certain features of the child’s behavior are written. Each teacher comes to the board, pulls a card out of the box, decides whether the characteristic proposed on the card corresponds to the behavior of an autistic child, and if it does, attaches the card to the board.
During the task, the psychologist does not comment on the teachers’ answers in any way. When all participants have made their choice, the psychologist analyzes the collectively compiled portrait, noting the characteristic features of an autistic child. After the comment is completed, the psychologist asks: “Perhaps after our discussion someone wants to change their mind?” If one of the teachers realized that his answer was incorrect, he can correct it and attach the card to the board (or remove it from the board). At the same time, it is important not to focus on the mistakes of teachers.
Signs of autism
Traits of an ordinary child
Traits of an Autistic Child
- constantly asks questions
- climbs onto the slide, onto the top of the sofa,
- likes to play on the playground when there are a lot of children there,
- actively involves children in your game,
- loves cats
- takes things apart piece by piece,
- talking in public transport with strangers,
- loves colorful woolen sweaters,
- loves loud music
- likes to play drums or knock,
- requires new toys,
- constantly rearranges toys and things in the room,
- drinks from different cups
- does not look into the eyes,
- does not play with peers,
- does not feel joy,
- does not need contact with others,
- does not talk to others,
- repeats the same words or sentences,
- performs the same mechanical movements,
- plays only with certain toys,
- uses constant rituals,
- plays with small toys,
- arranges objects in a row,
- communicates with only one family member,
- communicates with one selected adult,
- selective in food,
- prefers food of one color,
- does not like physical contact,
- selective in clothes,
- often walks barefoot,
- sleeps poorly,
- plays alone
- fantasizes,
- makes aimless movements (flapping arms, fiddling with fingers),
- constantly intentionally follows certain rules,
- resists change
- performs actions in a certain order,
- commits actions that harm himself,
- is afraid of loud sounds, covers his ears with his hands,
- avoids bright light,
- sniffs objects, including inedible ones,
- avoids physical activity,
- can't stand being touched
- afraid of getting dirty,
- gets tired quickly
- moves chaotically around the room
At the end of the exercise, you can show or distribute to participants the infographic “ Memo for teachers».
Stages of helping an autistic child
Of course, every child is individual. Especially autistic children. They can have a wide variety of traits and characteristics. It is important to understand that such a child needs qualified help. There are some steps to receiving this help:
- visit a neurologist (to rule out problems related to brain development);
- visit a child psychiatrist (he will make a diagnosis);
- undergo hardware examination (EEG, MRI, ultrasound of the brain);
- seek advice from a clinical psychologist or speech pathologist;
- start working with the appropriate specialist.
- What to do if such a child is already in the children's group:
- Interact with your child only when he is ready.
- Accept him as he is.
- Learn to detect changes in your child’s behavior and do not let him engage in destructive activities.
- Stick to a certain daily routine.
- Follow daily rituals.
- Don't touch the baby.
- Make tactile contact with your child only when he asks for it.
- Do not raise your voice or make loud noises.
- Don't let your child out of your sight. The child must understand that he can always come to you.
- Find a common way to say “no,” “yes,” and “give.”
- Together with your child, create a secluded place where the child can sit alone and no one will disturb him.
- All communication and learning can be done through a toy that is meaningful to the child.
Ways to work with autistic children
The presenter-psychologist invites the seminar participants to divide into teams (the number of teams depends on the number of participants; a team should have no more than 4-5 people). Each team is given material on currently existing methods of working with autistic children (Russian and foreign experience). The team’s task is to get acquainted with the materials, discuss the advantages and disadvantages of the method, and after the time set by the leader, present it to other teams and formulate practical advice for parents and teachers who use this type of therapy when working with an autistic child.
If time permits, you can distribute whatman paper and markers to the teams and invite them to illustrate their story with diagrams, pictures, and statements.
Methods of working with autistic children
1. Art therapy (music, painting, movement, theater)
2. Dolphin therapy, pet therapy, hippotherapy
3. TEACH concept
4. Holding therapy
5.Sensory integration
6. Behavioral therapy for autism ( AVA-therapy)
Summing up the seminar
Teachers continue to work in the same teams. Each team receives a list of recommendations for working with autistic children.
The list should be discussed in groups and the recommendations divided into three parts. Circle the methods that teachers already use (perhaps these are some established rules or skills that teachers already possess).
At the end of the discussion, each group announces the results of their work.
What to play with a small autistic child:
- round dance games,
- games with rules,
- blow bubbles,
- water games,
- games aimed at developing fine motor skills. How to teach an autistic child:
- convey information through diagrams and visual pictures;
- avoid overwork;
- clearly organize space;
- use signed storage systems;
- sign items used by the child;
- address the child by name;
- teach self-care and household orientation skills;
- master activities in parts, stages, then combine them into a whole;
- use reinforcement for correct action (tasty reward, hug, incentive);
- Constantly develop large and fine motor skills.
At the end of the seminar, the psychologist once again voices the main recommendations that the teachers considered realistic and thanks the teachers for participating in it.
Childhood autism - behavioral characteristics and methods of working with autistic children. Seminar for teachers.
Introduction
Relevance of the problem. Distorted development is a type of dysontogenesis in which complex combinations of general psychological underdevelopment, delayed, damaged and accelerated development of individual mental functions are observed, which leads to a number of qualitatively new pathological formations. One of the clinical variants of this dysontogenesis is early childhood autism (ECA) (I.I. Mamaichuk, 1998). The word autism comes from the Latin word autos - self and means separation from reality, fenced off from the world.
The main signs of RDA in all its clinical variants are:
Insufficient or complete lack of need for contacts with others;
Isolation from the outside world;
Weakness of emotional response towards loved ones, even towards the mother, up to complete indifference towards them (affective blockade)
Inability to differentiate between people and inanimate objects. Often such children are considered aggressive;
Commitment to maintaining the same environment;
Neophobia (fear of everything new) appears very early in autistic children;
Monotonous behavior with a tendency towards stereotypes and primitive movements;
- various speech disorders with RDA;
Children with RDA exhibit various intellectual impairments.
Insufficient response to visual and auditory stimuli forces many parents to consult an ophthalmologist or audiologist.
But this is a misconception; children with autism, on the contrary, are very sensitive to weak stimuli. For example, children often cannot stand the ticking of a clock, the noise of household appliances, or the dripping of water from a tap; They cannot tolerate changing their place of residence, rearranging their beds, and do not like new clothes and shoes.
Chapter I. Theoretical basis for the problem of identifying an autistic child
1.1. Autistic child
How to identify an autistic child.
Autism is a medical diagnosis, and of course, only a specialist has the right to make it. Since an autistic child often has a whole complex of characteristic behavioral characteristics, the primary task is to determine which disorder is leading in each specific case. After all, it is impossible to correct all violations at the same time. However, diagnosing disorders often causes difficulties even for specialists.
Perhaps this is due to a very wide range of manifestations of autism, perhaps due to insufficient knowledge of the causes of this disease. And until scientists determine more precisely why this disease occurs, problems will arise every time autism is identified in children, and therefore when a correction program is drawn up for each child. We still have little experience in such work, since in practice we usually only meet with children who have certain features of autism.
However, the listed difficulties do not free us from performing the difficult work of identifying an autistic child in a kindergarten group or in a classroom. Of course, only a doctor should make a diagnosis. The teacher’s task is to identify such a child, help him adapt to the children’s team and refer him to specialists. In our practice, there were cases when relatively “prosperous” autistic children saw a doctor only before entering school. If teachers had noticed the problems of these children earlier and advised parents to turn to specialists, the child’s adaptation to schooling would have gone more smoothly.
Since the teacher, unfortunately, has almost no special developments in identifying autistic children, the best assistant in such work will be personal experience in communicating with children, patience and the ability to observe.
The main directions of work to identify symptoms of autism in a child will help determine the data presented in Table 1. A comparative description of the development of normal and autistic children is borrowed from the book of Belgian psychologists K. Gilbert and T. Peters. However, in our opinion, these data should not be taken too literally. This is just a diagram containing certain guidelines for working with children.
1.2. Comparative characteristics of the development of children in normal conditions and with autism
Speech development
Normal development
Development in autism
Pronunciation of vowel sounds, humming.
“Dialogues” in the form of making vowel sounds, turning towards the parents.
The appearance of consonants.
Crying is difficult to interpret.
Various intonations in humming, including question intonations.
Syllable repetitions: ba-ba-ba, ma-ma-ma.
Pointing gestures appear.
Limited or unusual vocalization (yelping or screaming).
They do not imitate squeals, gestures, or expressions.
The appearance of the first words.
Using vocabulary with sentence-like intonation.
A game using vowel sounds.
Uses gestures and vocalizations to attract attention, point objects, and make requests.
The first words may appear, but are often not used with meaning. Frequent loud screaming that remains difficult to interpret.
Vocabulary 3-50 words.
Begins to form phrases of 2 words.
Transferring word meanings (e.g. dad- appeal to all men).
Using language to make comments, make requests, and take actions.
Tries to attract people's attention.
Frequent echolalia and imitation are possible.
Combinations of 3 to 5 words (“telegraphic speech”). Asks simple questions (eg: “Where is dad?”, “Should I go?”).
Use of the word This accompanied by pointing gestures.
Calls himself by name, but not as "I".
Can briefly repeat statements.
Cannot maintain the topic of conversation.
Speech is focused on the present time and place.
Typically the vocabulary is less than 15 words. Words appear, then disappear. Gestures do not develop; There are several gestures indicating the object.
Vocabulary is about 100 words.
Many grammatical morphemes (plural, past tense, prepositions, etc.) are used properly. Echolalic recurrence is rare.
There is an increasing use of speech to refer to "there" and "then".
Asks a lot of questions, mainly to continue the conversation rather than to obtain information.
Combinations of words are rare. May repeat phrases, echolalia, but use of language is not creative. Bad rhythm and intonation.
Poor articulation in about half of speaking children.
Half or more of the children's speech is not meaningful (without awareness of meanings).
Takes the parents by the hand and leads them to the object, approaches the place of its usual location and waits until they give him the object.
Uses complex sentence structures. Can maintain the topic of conversation and add new information.
Asks for explanations of statements. Adapts speech level depending on the listener (eg, simplifies for a 2-year-old listener).
Can creatively create several combinations of 2-3 words.
Echolalia remains: can be used in communication. Copies leading TV programs. Makes requests.
Uses a large complex of speech structures.
Mainly masters grammatical structures. Able to evaluate sentences as grammatical/ungrammatical structures and make corrections.
Develops an understanding of jokes and sarcasm, and recognizes verbal ambiguities.
The growth of the ability to adapt speech depending on the listener.
There is no understanding or expression of abstract concepts (time).
Can't carry on a conversation. Uses statements incorrectly. Echolalia is present.
Rarely asks questions; if they appear, they are of a recurring nature.
The tone and rhythm of speech are disturbed.
Development of communication and play
in months
Normal development
Development in autism
Turns his head and eyes towards the sound. Smiles when communicating.
He stretches out his arms, waiting to be picked up.
Repeats actions, imitating an adult.
Less active and demanding than a child with normal development.
Some children are very excitable.
Poor eye contact.
There are no reciprocal social manifestations.
Distinguishes parents from strangers. Give and take games involving exchanging items with adults.
Games of hide and seek ("peek-a-boo") and others similar in scenario.
Shows objects to adults.
He waves goodbye.
Cries or crawls after mom after she leaves the room.
It is difficult to calm a child down if he is upset. About 1/3 of children are overly withdrawn and may actively reject interaction.
About 1/3 of children love attention but show little interest in others.
The child initiates games more often.
The leading role is as much as the responding role in interaction.
Increases eye contact with adults while playing with toys.
Contacts usually decrease as soon as the child begins to walk and crawl.
Doesn't worry when separated from mother.
Something similar to a game appears: he shows, offers, takes toys.
Self-play or parallel play are more typical.
Episodes similar to the game appear.
During vigorous activity, activities similar to play appear (for example, games like “catch and touch” to a greater extent than general play with toys).
Usually distinguishes parents from others, but does not express great affection.
He can hug and kiss, but he does it automatically if someone asks him to.
Does not distinguish between adults (except parents). Severe phobias may occur. They prefer to be alone.
Learns how to interact with peers. Episodes of maintaining relationships with peers.
Often quarrels with peers.
Likes to help parents manage household.
Loves to make others laugh.
Wants to do something good for his parents.
Does not allow other children near him.
Overly excitable.
Doesn't understand the meaning of punishment.
Distributes roles with peers in socio-dramatic play.
Prefers playmates. Interacts with peers verbally and sometimes physically.
Eliminates unwanted children from the game.
Unable to understand the rules of the game.
Development of imagination
Normal development
Development in autism
Undifferentiated actions with one object.
Actions are differentiated according to the characteristics of objects.
Using 2 objects in combination (this use is not socially acceptable).
Repetitive movements dominate waking activity
Socially acceptable actions with objects (functional use of objects).
Uses 2 or more objects.
Frequent symbolic actions (imagine talking on the phone, drinking, etc.).
The game is connected to the child's daily routine.
Taking an active role in play-like activities.
Often uses the rules of the game in relation to dolls, toy animals, adults (for example, feeding the doll).
Performs actions similar to unrestricted self-activity (imagines that he is ironing clothes).
Several sequential imaginary actions develop (feed the doll, rock it to sleep and put it to bed).
The imaginary game is set in motion with the help of game objects.
A little curiosity/environmental exploration.
Unusual use of toys and placement of objects along lines.
Redesign of the symbolic game, announcement of the attempt and search for the necessary items.
Replacing one object with another (for example, a car is replaced by a cube).
Objects are perceived as having independent activity (eg, dolls lifting their own mug).
Often pronounces the names of objects.
Does not master symbolic play.
Long repeated movements of rocking, twirling, walking on toes, etc. Long look at the light, etc.
Many have good abilities in visual/motor manipulations, such as in the puzzle “Putting the pieces together.”
Sociodramatic play is creative play with two or more children. Using pantomime to represent an item in need (e.g., imagining pouring from a non-existent teapot).
Themes of real life and fantasy can play an important role for a long time.
Functional use of objects. Some actions are aimed at dolls, etc.; Basically, the child acts as a leading person.
Symbolic play, if available, limited to the simplest, repeating pattern.
As creative play skills develop, continues to spend significant amounts of time not engaging in play activities.
Many people do not combine toys in the game.
Speech is very important in introducing the topic, assigning roles and acting out the drama.
No ability for pantomime.
There is no sociodramatic play.
1.3. How to help an autistic child
Before starting a conversation about correctional work, it is necessary to make a reservation: since in our practice children with “classical autism” are rarely encountered, but quite often we have to interact with children who have only individual autistic traits, then we will talk further about them. We will talk about some techniques for working with such children. These techniques have been tested in practice and give good results. Of course, every encounter with an autistic child is truly unique. But, knowing the general patterns of development of autistic children and having a “set” of techniques for working with them, you can always find the key to them, even in the most difficult and unpredictable cases.
First of all, as when working with ordinary children, you need to “follow the child” and take a flexible approach to the construction and conduct of each lesson. In addition, you need to be consistent, act step by step, without forcing events, and remember: working with an autistic child is a delicate, even delicate matter that requires a significant investment of time. According to K. Salib, a colleague of psychotherapist V. Oaklander, in order to achieve positive results in working with such a child, an adult must, first of all, show flexibility. There is no need to force him to do what you planned; it is better to follow his interests and aspirations.
This is how V. Oaklander describes a case from the practice of this psychologist:"Sean (5 years old) stood at full height in front of the mirror, not paying attention to the calls to work together on the puzzle. Then she approached him herself, sat down near the mirror, without saying a word, and began to watch him, looking at himself in mirror, felt his face. She realized that he was really contemplating himself. Suddenly he noticed that there was also her reflection in the mirror. This surprised him and delighted him. For 20 minutes, K. Saliba did not utter a single word, not gave no commands. Then she began to name the parts of his face as he pointed at them, looking in the mirror, but remained silent when he reached his mouth. He looked expectantly at her in the mirror and then shouted: “Mouth!” ". Using this method allows you to teach children a lot.
Correctional work with any child, and even more so with an autistic one, will be more successful if it is carried out comprehensively by a group of specialists: a psychiatrist, neurologist, psychologist, speech therapist, music worker and parents. But only under one condition: the work of specialists and parents must follow the same program.
Knowing what medications are prescribed to the child and for what purpose, teachers and psychologists, together with parents, can purposefully monitor the child, inform the doctor about positive or negative changes in the child’s behavior, so that he can adjust the course of treatment if necessary.
Teachers and psychologists work together to achieve a common goal: to help the child adapt to kindergarten or school. Together they develop an individual child development program. The teacher sets specific educational goals, and the psychologist, based on the general patterns of development of autistic children, helps solve emerging problems. During the process of observing the child, the educator or teacher can consult with a psychologist on emerging issues. For example: “How to help a child get rid of fears?”, “How should a teacher respond to outbursts of aggression and self-injury?”
The main task of the teacher is to involve the child in individual and joint activities. To this end, it is necessary to use as many different forms of interaction as possible in working with him, enriching his emotional and intellectual experience.
In order to understand where to start correctional work, it is necessary to determine the leading direction: speech development; social interaction skills; imagination. In turn, the choice of direction will depend on the needs of the individual child. In one case, it is necessary, first of all, to teach him self-care skills, in the other, to reduce the level of anxiety, work to remove fears, establish initial contact, create a positive emotional climate and a comfortable psychological atmosphere for classes. In the first stages of work, it is often more important for a teacher to create a child’s desire to learn than to achieve mastery of educational material.
Autistic children see the meaning of any activity only when it is clearly pre-programmed: children must know what to do first, what sequence of actions to perform, and how to finish. For example, during a physical education lesson, they do not understand why and for how long they need to run in a circle. But their activity will be more meaningful if several toys are laid out on the floor in the hall and the child is given a specific task: every time he runs past the toys, take one of them and throw it into the basket. When all the items have been collected, switch from running to walking and, after completing another circle, sit on the bench. This way, the child will see the plan of his actions and will become calmer. Such meaningfulness must be achieved when performing any task. A child should always know why he will perform this or that action.
For this purpose, in the room where the autistic child is, you can place so-called operational cards, on which a clear sequence of actions is indicated in the form of symbols. Thus, a diagram reflecting the required sequence of actions of a child when getting ready for a walk can be drawn on the locker. Examples of such cards are, for example, instructions for collecting toys from the Kinder Surprise series. We present options for such aids for organizing various types of activities and implementing the daily routine (Fig. 1, 2).
Fig. 1. Operational map “Lunch”.
Fig. 2. Operational map “Getting ready for a walk”
Autistic children enjoy making mosaics and puzzles. They are accessible and understandable to them. Working according to the scheme, children see the end result that needs to be achieved.
Children with communication disorders love collecting, so they can and should be involved in sorting objects. They can become invaluable teacher assistants in cases where it is necessary, for example, to arrange pencils by color, cubes by size, or cut out templates by shape. At school, such children can be involved in creating and sorting herbariums, collections of stones, shells, and photographs. They do a good job of keeping daily records and observations of animals in a living area (but not in the first stages of work).
An autistic child has poor body awareness. His spatial orientation may be impaired. Therefore, it is useful to place several mirrors in the group room at the child’s eye level. From time to time, the educator or teacher can draw the child's attention to his reflection. This technique, which has already been described above, gives positive results.
Example.
Andryusha M. studies in the second grade of a comprehensive school. He is lucky: the teacher tries to understand him and supports the slightest initiative to establish contacts with others. Andryusha even sometimes recites poems by heart, albeit one on one. Basically, grades for written work are entered into the class journal. The boy has already learned to sit at his desk during the entire lesson and complete some of the teacher’s tasks. But at the sound of the recess bell, Andrei shudders and begins to cry subtly and piercingly. This is understandable: he absolutely cannot stand it when one of his peers touches him, and this cannot be avoided during recess. The ten-minute break turns into a nightmare for both Andryusha and the teacher.
But today everything was completely different. The teacher, as soon as Andrei began to cry, took him to the mirror. The boy continued to cry, but not so loudly. At first he simply contemplated his reflection, but then, seeing a tear rolling down his cheek, he touched it, looked at his wet finger, wiped away another tear, and then came up with a game for himself: as soon as another drop appeared on his face, he picked it up and in a circular motion smeared it on my cheek. The “hunt for tears” continued throughout the break. And by the end of the break the boy was even smiling through his tears.
He went to class calmed down. Since then, Andryusha did not cry at the sound of the recess bell, but stood up in front of the mirror. The teacher, sensing the possibilities of using “magic glass,” carried out correctional work step by step during the breaks. A few weeks later, the child was ready to communicate with the teacher and complete tasks without a mirror.
An exercise that is successfully used in kindergartens will help an autistic child become more aware of his body: placing the child on a large sheet of paper, the teacher or children from the group trace the outline of his body, and then together, naming out loud body parts and items of clothing, they paint over this outline.
To develop tactile, visual-tactile, kinesthetic perception, you can use games such as “Magic Bag”, “Guess the Object”. It is useful to have children put together puzzles by touch, with their eyes closed (you can use Montessori Frames instead of puzzles).
In the first stages of working with autistic children, it is recommended to offer them games with a strict sequence of actions and clear rules, rather than role-playing games where dialogue is required. To consolidate skills, each game should be played more than a dozen times, then it can become a kind of ritual that children of this category love so much. During the game, the adult must constantly pronounce his actions and the actions of the child, clearly denoting in words everything that happens to them. At the same time, the teacher should not be discouraged by the fact that the child does not show the slightest interest in words. There is no need to despair: repeated repetition of the same game, the same words will bear fruit - the child will be able to join in the general activity.
Example.
Danya did not want to take part in group game. Usually he stood near the children, watching them indifferently. And then one day, when we were playing the game “Tiger Hunt” with the guys, Danya came up to us a little closer than usual. And then, unexpectedly for everyone, he resolutely stood in a circle. When he was “caught” by the driver, the boy silently walked out of the circle and prepared to “drive”, as the children before him had done. And a few seconds later Danya began to count out loud to ten! These were the first words in several months of the child’s stay in kindergarten that he uttered in front of children and adults. Until this significant day, we were forced to communicate with him using cards and signs.
In order to help the child navigate the workplace, it is advisable to make markings on the table or desk: draw the outlines of a notebook or sheet, ruler, pen. Then it will be easier for him to get used to his desk and understand what is required of him.
If the child works in copybooks, you can use arrows to indicate the direction of hand movement. It is recommended that autistic children be given graphic tasks that require them to recognize and complete some detail of an object, rather than draw it completely.
To increase the child’s motivation to learn and create a need for dialogue, an adult can, with his consent, change roles with him during classes. Let the child try to explain to the “unintelligible” adult how to perform this or that task. In this case, he will feel his importance (I am so big!), will understand the purpose of his actions (so that the adult “understands” the explanations and does everything correctly), and realizes that only through speech can he establish contact with his partner.
Sometimes an autistic child needs physical help in organizing an action: an adult literally “works” with the child’s hands, writes or draws with him, holding one pencil.
We must not forget that physical contact, as well as relaxation exercises, will help reduce the child’s anxiety level. Therefore, some relaxation games will also be useful when working with autistic children. Can be used for this purpose and finger games.
Autistic children find it difficult to learn any the new kind activities, but they always strive to do everything well, so in the first stages of work it is necessary to select tasks that they will definitely cope with. Your help and praise will help consolidate success and increase your child's confidence. Even if the reaction to your words does not manifest itself outwardly, a friendly tone and words of encouragement will create a positive emotional atmosphere that, over time, will help make your interactions with your child more effective.
Autistic children are characterized by mental satiety, they quickly become physically exhausted, so they need an individual rhythm of work, more frequent switching from one type of activity to another. An elementary school teacher who taught an autistic child at home noted that he could, without distraction, perform one type of activity for no more than 10 minutes, although this, of course, is very individual. In kindergarten, this problem is easy to solve: the child does not need to be burdened with tasks that are beyond his strength. And at school, the teacher should think in advance and write individual tasks on cards, which he will give to the child at the slightest sign of fatigue or dissatisfaction on his part.
To improve the spatio-temporal orientation of an autistic child, the patient work of a teacher is necessary. You can make a plan for a group, class or entire school, indicating the location of objects; create a daily routine using symbols and drawings. However, it is not enough to simply draw up and hang diagrams; it is necessary to “travel” with the child through them as often as possible, recognizing and naming objects (in the first stages, if the child does not want to repeat the names, the educator or teacher can do this himself).
As noted above, children with autism are characterized by aimless monotonous movements and rocking. You can distract them from the stereotypical rhythm by using emotionally rich rhythmic games and dance movements.
Regular exercise will help reduce movement disorders.
If a child does not accept the instructions and rules that you offer him, do not force them under any circumstances. It’s better to take a closer look at what and how he wants to do, play along with him, do what interests him. This will help establish contact with the child.
Psychologists recommend that autistic children study foreign languages. Perhaps due to the fact that when studying them, teachers use a large number of schemes and algorithms, it is easier for children to learn educational material.
Example.
Grisha was diagnosed with autism several years ago. In addition, he has serious deviations in intellectual development. Grisha enjoys studying English language. At the same time, communication in his native Russian language is given to him with great difficulty. He can barely answer a question addressed to him in monosyllables, and he has no need to enter into dialogue himself. However, Grisha learns a foreign language with interest. Within a few months, he mastered the algorithm for composing simple phrases. He likes to say them out loud. What also attracted him to his studies was that his close people began to show interest and sincere admiration for his achievements.
Apparently, this allowed him to finally feel successful and significant to those around him.
It is necessary to engage in physical exercises with autistic children, as such activities help them feel better about their body and improve coordination of movements.
Drawing with paints (brushes, stamps, and especially with fingers) helps children relieve excess muscle tension. For this purpose, working with sand, clay, millet, and water is also useful.
1.4. Working with parents of an autistic child
Parents of autistic children often turn to specialists for help only after deviations in the child’s development and behavior become obvious to everyone. And sometimes more than one year passes before a final diagnosis is made. Hearing a terrible and unfamiliar conclusion, many mothers and fathers become confused. Having turned to reference books for clarification, they completely despair, since they not only find nothing comforting for themselves, but also answers to the most pressing questions. In some publications, autism is almost equated with the giftedness of a child, in others - with schizophrenia.
In addition, in some articles you can find the opinion that autistic children usually appear in families where mom and dad are people with developed intellect with high social status. And although this point of view has long been rejected by experts, parents, having accidentally come across such an interpretation of the causes of autism in the literature, for many years feel a sense of guilt before the child and before society.
And most importantly, upon hearing the diagnosis, many mothers and fathers feel powerless and defenseless, because they do not know how to help the child. Therefore, when working with parents of this category of children, it is necessary to acquaint them with the developmental features of autistic children in general and their child in particular. Having understood how their child specifically differs from others, having seen his “strengths” and “weaknesses,” mothers and fathers, together with a psychologist and teacher, can determine the level of requirements for him and choose the main directions and forms of work.
Parents must understand how difficult it is for their child to live in this world, learn to patiently observe him, noticing and interpreting out loud his every word and every gesture. This will help expand your inner world little man and will encourage him to express his thoughts, feelings and emotions in words. In addition, parents must understand that their child is very vulnerable. Any word casually spoken by adults can cause an “emotional storm.” This is why parents must be very careful and sensitive when communicating with their child.
Outwardly, an autistic child often does not even react to the people around him, he behaves as if he is alone or, in extreme cases, is “near” children or adults, but not with them. Such a child does not allow anyone into his inner world. Sometimes only by a random phrase, instant movement or sound can one guess about his experiences, desires and fears. And of course, a teacher or educator, even the kindest and most sensitive one, does not always have the opportunity to conduct constant, targeted monitoring of the child. That is why, in order to better understand the child and provide him with all possible assistance in adapting to the children's team, the teacher needs to work in close cooperation with parents.
Family reading can help establish emotional contact with a child and instill in him social behavior skills. It is best to read with the child in your arms (tactile sensations will help strengthen parent-child contacts). Moreover, a slow, gradual, thorough, emotionally rich development is desirable. artistic images literary heroes. It is better to read and discuss the book more than once. This will help the child learn to better understand himself and others, and the newly formed communication stereotypes will reduce anxiety and increase his self-confidence.
If the child is very small, you need to pick him up as often as possible, hold him close, stroke him (even if he resists this at first) and speak kind words to him.
To strengthen contacts between teachers and parents, to provide more effective assistance to the child, it is advisable that his relatives visit the kindergarten group or class the child attends as often as possible. Since a fear of changing the environment and being separated from loved ones is typical for an autistic child, it is advisable that at the beginning of school the mother (or father, grandmother, grandfather) should be with the child during breaks, and in some cases during class.
Parents can use individual games recommended for teachers to work with their children.
Working with autistic children, teachers and parents can jointly develop their imagination, teach them effective ways to communicate with peers, and therefore adapt the child to the conditions of the world around them. 
Chapter II. Structured learning for children with autism
2.1. Structured education for children with autism is the most well-known method of organizing the education of children with autism.
Structured learning is a teaching strategy developed by the University of North Carolina Division of TEACH (Treatment and Education for Children with Autism and Other Communication Disorders). Structured learning is an approach to teaching children with autism. The strategy uses a variety of skill teaching methods (visual support, PESS - picture exchange communication system, sensory integration, applied behavior analysis, music/rhythm strategies, Greenspan play therapy). Below is a detailed rationale for using structured learning as an approach to working with autistic children.
Eric Chopler, founder of the TEACH Division in the early 1970s, provided the rationale for structured learning in his doctoral dissertation. It lies in the fact that autistic people process visual information more easily than process verbal information by ear.
Rice. 3. An example of a classroom organized using structured learning principles, including division into different zones and visual support.
What is structured learning
Structured learning is based on an understanding of students' unique characteristics and characteristics related to the nature of autism.
Structured learning is about the specific conditions in which a student must learn, rather than about “where” and “when” he must be taught (i.e., rather, it teaches how to learn).
Structured learning is a system for organizing learning environments for autistic people, developing necessary skills, and helping autistic people understand teacher expectations.
Structured learning uses visual cues to help autistic children focus on relevant information, given that they may have difficulty separating important from unimportant information.
Structured learning is a constructive approach to the challenging behavior of autistic children and the creation of a learning environment that minimizes the stress, anxiety and frustration that these children experience. Difficult-to-control behavior may result from the following characteristics of autistic people:
difficulties understanding language;
difficulties using language;
difficulties building social contacts;
difficulties associated with impaired sensory processing;
refusal to change;
preference for familiar patterns of action and routine;
difficulties in organizing activities;
difficulty concentrating on a topic that is relevant at the moment;
distractibility.
Structured learning increases the child’s level of independence (completing a task without prompting from an adult), which is an important and universal skill.
The article discusses the characteristics of this approach. It is important to remember that to use it effectively, it is necessary to assess the individual strengths and personal needs of the student.
Fig.4. Collaborative learning with tutor support in a structured learning class.
2.2. Key components of structured learning
Structured space
These are structures that allow you to organize an individual material learning environment. In this regard, it is important how we arrange furniture and learning materials in different areas, such as: classrooms, playground, workshop, bedroom, hallways, locker rooms/storage rooms, etc.
Attention to material structures is important for a number of reasons:
they provide organized spaces for autistic students;
clear physical and individual boundaries help the student understand that every environmental space has a beginning and an end;
This organization minimizes visual and auditory distractions.
The degree of structuring of space depends on the child’s level of self-control, but not on the level of development of his cognitive skills. As students become more independent, the level of structuring of space gradually decreases.
Example: A high-functioning autistic person may have limited self-control. He needs a more structured learning environment than a child with a lower cognitive level but better self-control.
A structured space consists of a number of parts:
Location. Structured space is needed in all areas in which an autistic student spends time, including classrooms, playgrounds, workshops, bedrooms, corridors, locker rooms/storage rooms.
Design. Clear visual and material boundaries: Classroom furniture (bookcases, panels, shelves, tables, rugs, partitions) should be arranged in such a way as to indicate multiple zones with different purposes. To visually mark the boundaries, you can use different colored floor coverings or colored adhesive tape for the floor. Typically, children with autism do not segment space intuitively the way neurotypical children do. It is difficult for an autistic child to navigate in large and open spaces, because... it is difficult for him to understand:
What occurs in each specific zone;
Where each zone begins and ends;
How The easiest way is to get into the desired zone.
If you arrange furniture in such a way as to define clear boundaries of different zones, this will reduce the child’s ability to move chaotically around the room. Visual boundaries can then be drawn within specific zones.
Rice. 5. Design of an experimental ABA class, taking into account the principles of structured learning.
The plan shows a sensory corner for rest breaks and “relieving” students of stress, as well as desks with partitions.
Example: During group listening to a story, children are in an area limited by carpet or colored tape on the floor. This makes it easier for autistic children to understand that this particular activity occurs in this area. Colored adhesive tape can be used in the gym to mark the area in which a certain type of exercise, such as warming up, is carried out.
Example: During meal times, children can be placed in such a way that each child has his own seat, designated by a specific color. Such a designation will visually and physically limit the personal space of each child while eating at a common table.
Visual cues will help children navigate space better and rely less on adults for help.
Minimizing visual and auditory distractions
Visual distractions can be minimized by:
paint the entire room (walls, ceilings, boards, etc.) in a muted color (for example, cream);
minimize visual “noise” in the form of student artwork hanging on the walls, seasonal decorations, and educational materials;
use blankets/curtains to cover or block off shelves with unnecessary materials and other distracting objects (computer, copy machine, TV/video projector, etc.);
storage of equipment and materials in another area. Example: B play area limit the number of toys that children can use, and then update the composition weekly: put out “new” ones and remove “old” ones;
Make use of natural light, reducing the amount of time you run distracting fluorescent lights. Use curtains and blinds if sunlight too bright, while creating a warm and calm environment;
use of compartments for individual work students placed in a corner of the classroom or separated from tables for group work will also reduce visual distractions;
careful placement of an autistic child in a class with neurotypical children.
Example: Tony, a student with autism, was seated at the front of the class so that he could not see the door, windows, or shelves of learning materials, thereby minimizing visual distractions;
the effects of auditory distractions can be reduced by carpets, lower ceilings in the room, acoustic tiles, use of headphones or a player;
in any structured environment there should be an area for receiving instructions, an area for independent work, an area for rest and leisure. In a classroom, these can be the following zones: a small group work zone, an independent work zone, a one-on-one teacher-student work zone, a recreation zone (games, leisure), a quiet zone in case a child has a tantrum. All these areas must have clear visual boundaries so that a child with autism understands the purpose of this area of space.
Let us repeat once again that all zones for a specific purpose must have clear visual boundaries. It is important to remember that there may be distractions in each zone and to minimize them.
Rice. 6. Design of an experimental ABA class, taking into account the principles of structured learning.
Partitions and minimizing materials on the table reduce visual distractions.
Organization. To effectively apply the structured learning method, the space must be highly organized. It is important that various educational materials and teaching aids are stored out of sight of students, but at the same time so that the teacher can easily retrieve and apply the material he needs during the lesson.
Example: A storage area fenced off with high partitions directly in the classroom would be in a convenient way organize the space in compliance with the above requirements.
It is important to teach autistic students to have order in the workplace using pictures, color codes, numbers, signs, etc. Example: In a play area, pictures of the toys that should be on that shelf can be placed on the shelves to help students put the toys in their place.
Visual class schedule
Definition: A visualized lesson schedule is one of the most important components of a structured learning environment and tells the student with autism what activities will be taught and in what order.
Visualized schedules are important for children with autism the following reasons:
Helps overcome difficulties resulting from poor sequential memory and organizes the student's time.
Help children with language problems understand the teacher's requirements.
They reduce the level of anxiety in autistic children and, consequently, the frequency of behavioral problems through a high level of predictability of what is happening for students.
Schedules clarify what type of activity occurs during a certain period of time (for example, recess after class), and also prepare students for possible changes.
Helps the student independently move from one type of activity to another, from one zone to another, informing him where he needs to go after completing a specific work. The visualized schedule can be used in all areas (classroom, gym, occupational therapy area, speech therapy sessions, at home, in Sunday school, etc.)
The visualized schedule uses a first-then strategy, i.e. “first you do ¬¬___, then you do ¬¬___” (not “if-then”). This strategy allows you to modify, if necessary, what is expected of the student “at first” (an exercise, an activity, a task). Modifications may be needed in terms of task completion, more or less teacher assistance, depending on changes in the student's condition and ability to perceive information. The student can then move on to next view activities, which is also visualized in the schedule.
Example: It is too difficult for a student to complete a series of math examples due to anxiety, sensory overload, difficulty generalizing, external and internal distractions, changes, etc. The task can be modified so that he only has to complete 3 examples first and then he has a break as indicated in the visualized schedule.
The schedule may include various types of social interaction (for example: showing completed work to the teacher/parent for reinforcement, which requires appropriate language forms of greeting and addressing the interlocutor).
You can increase a student's motivation to complete less attractive tasks by interspersing them with more attractive activities included in the visualized schedule. Example: By placing “computer” in the visualized schedule after “math”, you motivate the student to complete the math assignment because after completing it, it will go to "computer".
A student with autism must be taught to use a visualized schedule, and then it must be used consistently. It cannot be considered a “crutch” that you can stop using over time. A visual schedule should be treated as a kind of permanent auxiliary technical tool. For a student with autism, consistently using a visual schedule is a very important skill because... it can help him reduce his dependence on other people throughout his life - at school, at home, in society.
Rice. 7. Visual schedule of the experimental ABA class for the day.
Development of a visual schedule
The schedule should be organized in a top-to-bottom or left-to-right format, and should include a way for the student to indicate that an activity has been completed.
Example: cross out or mark a task as completed, move the task card into an envelope or “completed” box, draw a line separating completed from uncompleted, etc.
At any given time, two schedule items should be presented to the student so that he gradually understands that the activities follow each other, and not each on its own.
There are many different formats that can be used to visualize a schedule, depending on the individual needs of a particular student.
Example: the schedule can consist of separate objects, it can be sheets of paper fastened together indicating types of activities, a folder with files, a board from which completed tasks can be erased, adhesive tape along the edge of the desk with cards with types of activities attached in a certain sequence, etc. .
You can use various systems for designating activities: real objects, photographs, pictures in a realistic style, commercial picture systems.
Individual schedule
An individualized schedule must be developed for an autistic child in addition to the general classroom schedule.
An individualized schedule will give the student important information in a visual form that he is prepared to understand.
When creating a visualized schedule for an autistic child, you need to be careful about the length of the schedule (number of activities included). The number of items in the schedule can be changed if any of the upcoming activities causes anxiety in the student, if there is an overload of information at a particular point in time.
Example: The student is excited by the prospect of "rest time" in the schedule. If at the very beginning of the day he saw “rest time” in the schedule, his attention is absorbed by this prospect and as a result, throughout the morning he will be impatient and will not be able to concentrate on current activities. In this case, the visualized schedule given to the student should consist of only a few points preceding the rest time. Individual approach- the key to successful work with a child.
Checking the schedule
Some students may need cues to remind them to check their schedule, what activity will follow the one they just finished, and where to go to do it.
Example: These visual cues could be laminated colored strips with the student's name written on them, sticks or pieces of cardboard with a check mark on them, etc.
These visual cues help the student move from one activity to another independently of an adult, while referring to the schedule.
A child who relies on prompts from an adult rather than on cues in addition to the schedule will not fully understand the importance of the schedule and will not use it successfully.
Rice. 8. Example of individual visual schedules for students in a structured learning classroom.
Transitions
Some students need to pick up the next activity card or object and physically move it to the location where the next activity will occur. This may be necessary because the child is more distractible when moving from one work area to another. This feature is not directly related to the child's cognitive or verbal level of development.
Example: There are non-verbal autistic students whose development is at the cognitive level of a younger age group, but they are better able to maintain attention and do not need to move the card with the next activity marked on it to a new area. On the other hand, there are children with higher levels of cognitive development who are easily distracted and need a support object to move on to the next activity in the designated area.
Components of the learning process
Components of the learning process includetask presentation system And visual structure.
Task presentation system is called a systematic and organized presentation of tasks/materials for the purpose of teaching a child independent work without the help of an adult. It is important to note that presentation systems can be used for any type of assignment and any type of activity (work on academic skills, daily practical skills, leisure activities and entertainment). Each system, regardless of the type of activity, must include answers to the following questions:
What work needs to be done? What is the task? (for example, sort objects by color, do examples of adding and subtracting two-digit numbers, make a sandwich, brush your teeth, etc.)
What is the scope of work? It is necessary to visually present to the student exactly how much work he must complete. For example, if a student needs to cut out 10 labels for cans of soup, do not give him a whole pack and expect him to understand that first he needs to count and then cut out 10, and then the task will be considered completed. Even if an autistic child is told that he only needs to cut out 10, when he sees a whole stack, he may become frustrated and anxious because he does not understand exactly how many labels he should cut out.
It is important to remember that autistic children process information primarily through the visual channel, so they may be overwhelmed by the sight of a large amount of work, such as a whole stack of labels to cut out. Offer him only those materials that are strictly necessary for the specific task to avoid misunderstanding of the exact scope of the work.
When will I finish doing this type of work? The student must understand for himself when the task is completed. This may be clear from the task itself, or you can use timers or visual signals, for example, putting a red dot on the task sheet to indicate the end of the tasks for this lesson.
What will happen next? The student is motivated to successfully complete the proposed task if this should be followed by reinforcement: direct material reinforcement, some kind of favorite activity, a break, an activity at the request of the student. In some cases, the student is motivated by the very prospect that this lesson will be finished.
Experience with structured learning and the use of task presentation systems suggests that overall student productivity increases when the student has the opportunity to understand how much work he has to do and when he has to finish. The use of presentation systems helps organize the independent work of an autistic child thanks to a structured and systematic approach.
Rice. 9. An example of a visual presentation of a task in an experimental ABA class, taking into account the principles of structured learning.
Examples of different presentation systems, from simplest to most complex:
Sequence from left to right, box/folder for completed work in the right corner. This is the most specific embodiment of the presentation system, when tasks are located to the left of the workplace (on a shelf, in a folder, basket, etc.). The student is explained that he needs to take the object with the task on the left, complete the task and put it in the box on the right (folder, box, etc.)
Designations using symbols (color, shape, letters, numbers). This presentation system requires mastery of a more complex skill, since the student must complete work tasks in a sequence indicated symbolically.
Example. The student has a strip with a sequence of numbers from 1 to 10 attached to it with Velcro. On the left are tasks, also marked with numbers. First, the student must paste the numbers from the strip onto the assignments. Thus, the student sets for himself the order in which he will further perform these tasks.
Inscriptions. Such a system requires more advanced self-organization skills and is a list of tasks in the order they are completed.
Visual structure. Visual cues should be included in the student's task/activity so that the student does not have to wait for verbal or physical cues from the teacher to understand what he is supposed to do. The student can use well-developed visual recognition skills to understand the task/activity content without the help of a teacher. Thus, visual supports create the best opportunities for a child’s successful independent work.
Students with autism have difficulty processing sometimes obvious information in their environment and at times focus their attention on unimportant details. To help the student stay focused on the task at hand, daily activities/tasks should include the following components:
Visual instructions. The student needs to present the task in such a way that he can complete it sequentially, relying on visual instructions. Visual instruction guides the student through a series of sequential steps to achieve a goal.
Visual instructions can take different forms:
The task materials themselves determine the necessary actions (for example, to assemble a pyramid: the rings are in the box on the left, the rod is on the right, i.e. the sequence is again observed from left to right).
Graphic representation (for example, outlines of plates and eating utensils are drawn on which the student must place real objects).
Drawings of objects (for example, pictures of toys or clothes in the places where the child should put them when teaching the child the skill of keeping his things in order).
Written instructions (a step-by-step description of completing a task or sequential actions, for example, a morning routine or the correct spelling of a word).
A sample of a completed assignment (for example, a picture completed by another student).
Visual organization - this is the presentation of educational materials and the organization of space in such a way as to minimize the influence of extraneous sensory stimuli. Visual organization may include the use of containers to organize materials (for example, materials for each activity are placed in a separate box, letters of the alphabet are not dumped in a box, but attached to a special tray, etc.), visual boundaries of the area included in which - a task (for example, using duct tape to limit the area of the floor that the student must vacuum).
Visual clarity. The purpose of visual clarity is to highlight important information, main concepts, parts of instructions, and key materials. The task should be structured in such a way that the structure itself contains a hint to the student on which details to focus on. Such details are highlighted by color, pictures, numbers or letters. Visual clarity promotes independent student work without adult guidance. At the most concrete level, visual clarity involves limiting the objects in a student's work station to only those materials that are necessary for the student to perform a specific task (unnecessary or additional materials should be removed from his work station). Other examples of visual clarity: the use of a color code (each child has his own color identifier and by color he finds his workplace, a chair during group activities, as well as a locker for storing his things, work materials, a place at the table during lunch, etc. .d.); use of labels (when sorting items).
Rice. 10. Communication cards of a non-speaking student in an experimental ABA class, which are also used for visual organization.
Using the visual structuring method allows you to teach a child with autism to perform tasks independently without prompting or the guiding role of an adult. Students will be able to work independently for varying periods of time in any environment (home, school, workshop) to master any skill, academic, practical, etc.
Conclusion
A structured learning strategy will enable a student with autism to learn to focus on visual cues in a variety of environments and situations, thereby increasing their level of independence in various types activities. It is important to note that various training and therapy systems: sensory integration, picture communication system, Greenspan play therapy, ABA, are successfully combined with a structured learning strategy.
List of used literature
Babkina N.V. The joy of learning. Lesson program for the development of cognitive activity of junior schoolchildren: A book for teachers. – M.:ARKTI, 2000
Varga A.Ya. Psychological correction of communication disorders in younger schoolchildren \\ Family in psychological consultation \ Edited by A. A. Bodalev, V.V. Stolina.- M., 1989
Klyueva N.V., Kasatkina Yu.V. We teach children to communicate. - Yaroslavl, 1997
Kagan V. E. Autism in children. L., 1981
Lubovsky V.I. Psychological problems in diagnosing abnormal development of children. – M., 1989
Mamaichuk I. I. Psychocorrectional technologies for children with developmental problems. - St. Petersburg, 2003
Ovcharova R.V. Practical psychology in elementary school. - M., 1998
Yalpaeva N.V. Social and psychological work with families of children with disabilities. M. Enlightenment. 2002
Lyudmila Yaroshenko
Early childhood autism. Approaches to the problem of teaching children with early autism
Early childhood autism
Approaches to the problem of teaching children with early autism.
Early childhood autism special anomaly mental development, in which there are persistent and unique violations of communicative behavior and emotional contact of the child with the outside world. Main feature autism, the child’s lack of contact, usually manifests itself early, already in the first year of life, but especially clearly at the age of 2-3 years during the first age crisis.
A child with autism the formation of all forms of preverbal and verbal communication is impaired. First of all, he does not form eye contact, the child does not look into the eyes of an adult, does not hold out his hands with a silent request to be picked up, as a healthy baby does already at the first stage of socialization. emotional development.
At all stages of development, a child with autism When communicating with others, he does not use the language of facial expressions and gestures, as do children of the first year of life, as well as children with hearing and speech impairments.
The most important feature children with autism- this is the desire to avoid contact with other people. The child does not look at anyone, does not communicate with others.
Visual attention children with autism extremely selective and very short-term, the child looks past people, does not notice them and treats them as inanimate objects. At the same time, he is characterized by increased vulnerability and impressionability; his reactions to the environment are often unpredictable and incomprehensible. Such a child may not notice the absence of close relatives or parents and may react excessively painfully and excitedly to even minor movements and rearrangements of objects in the room. At autism Gaming activities have a unique character. Its characteristic feature is that the child usually plays alone, preferably using household items rather than playing materials. He can play for a long time and monotonously with shoes, strings, paper, switches, wires, etc. Role-playing games with peers like this children don't develop. Peculiar pathological transformations into one or another image are observed in combination with autistic fantasizing. At the same time, the child does not notice those around him and does not enter into verbal contact with them. For children with autism Characterized by a variety of psychomotor disorders, which manifest themselves in monotonous, stereotypical movements in the form of flexion and extension of the fingers, stretching, flapping of the hands, jumping, spinning around oneself, running on tiptoes, etc. Rotating movements of the hands near the outer corners of the eyes are especially characteristic . Such movements appear or intensify with excitement, when an adult tries to come into contact with the child.
The child’s facial expressions are inexpressive; a typical glance is past or “through”
interlocutor.
Many children with autism They are distinguished by increased fearfulness, impressionability, and a tendency to fear, with a particularly pronounced fear of novelty, which is considered as a painfully heightened instinct of self-preservation.
The intellectual development of these children are extremely diverse. Among them there may be children with normal, accelerated, sharply delayed and uneven mental development. Both partial or general giftedness and mental retardation are also noted.
Among the characteristic features early childhood autism Speech disorders occupy a large place, which reflect the main specificity of autism, namely, the lack of formation of communicative behavior. Therefore children with autism First of all, the development of the communicative function of speech and communicative behavior in general is disrupted. Regardless of the age at which speech appears and the level of its development, the child does not use speech as a means of communication, he rarely asks questions, and usually does not answer questions from those around him, including people close to him. At the same time, he can develop quite intensively “autonomous speech”, “speech for oneself”. Among the characteristic pathological forms of speech, the most noteworthy are echolalia, pretentious, often scanned pronunciation, peculiar intonation, characteristic phonetic disorders and voice disorders with a predominance of a special high tone at the end of a phrase or word, prolonged calling oneself in the second or third person, absence in the active dictionary of words denoting people close to the child, for example, the words mom, dad or other objects for which the child has a special attitude: fear, obsessive interest, their animation, etc. Diagnose childhood autism is difficult. Even an experienced specialist needs a lot of time to observe and analyze the picture of this mental disorder. You should be calm about scheduling repeat appointments, examinations and consultations. Some signs autism are found in cases of profound and severe mental retardation and severe speech underdevelopment.
Therefore, without a sufficient understanding of the nature of the disorders, treatment and correctional work may not be effective enough.
What should a parent be wary of in the behavior of a child under two years of age?
It is believed that about autism one might think, If child:
Does not maintain eye-to-eye contact for any length of time;
Doesn't respond to name intact hearing;
Detects a deficit of joint attention (that is, does not try to attract the attention of others to the subject that interests him with a word or gesture);
Uses another person as if they were an inanimate object.
If these signs constantly appear in the child’s behavior, then you should definitely contact child psychiatrist.
Diagnosis and prognosis If the child actually has autism, then parents need to realize that this is for life. Autism does not go away and is not cured. But there is no need to panic and look at the future as a continuous tragedy.
Sometimes parents do not believe that the diagnosis is correct and visit specialists one after another. This is their right, and such behavior is probably not without meaning. After all, as you know, “one head is good, two are better.” But often these searches become chronic and become an end in themselves, losing all meaning. There is even a special term for this category of parents - “pilgrim parents.” What This: searching for a miracle? Subconscious repression difficult situation? One way or another, but the time when proper education and education can give significant results, goes away.
In other cases, parents pretend that there is no problem. And communication disorders, speech Problems and stereotypes in behavior are explained by manifestations of individual character traits. However, if you do nothing, then with age the baby’s cute quirks will become ridiculous and inadequate. But changing something will be much more difficult, if not impossible.
Flow autism may turn out to be very different, and a competent specialist will never talk about the long-term prognosis in either a positive or negative sense. Such a child needs to be observed, worked with, and in the meantime, patience and more patience.
However, you can try to answer two question: about social status children with autism and about opportunities family life. It is not difficult to guess that a lot depends on the severity of the disorders. In the most severe cases, even with the most successful work, it is possible to achieve only adaptation to living conditions in the family (the ability to wash, dress, cook, clean the apartment, and sometimes this becomes no less difficult a task than preparing a child for school. It’s not just that in the most severe cases the question training in the traditional sense for everyone, it may not arise. Unevenness of general development with autism and the wrong approach to education(to a greater extent) They often turn such a child into a kind of “smart useless person”: he, at least formally, masters the school curriculum, but he cannot go somewhere on his own or prepare food for himself, because none of the existing school programs imply “ life training"It happens that the holder of a school certificate or even a university diploma experiences enormous difficulties in how to apply this knowledge.
Reasons for appearance autism If we talk about the problem in general, then its reasons are very ambiguous. The hereditary factor plays a significant role, although organic disorders of the central nervous system also have a serious impact during fetal development, during childbirth and during pregnancy. early childhood. Often these factors are combined. Sometimes autism It can be a consequence of a previous illness, sometimes a manifestation of the current disease process.
To answer the question about the reasons autism in each specific case it is much more complicated. Nobody disputes the rights of parents to the most complete information on this matter, but what will this give from a practical point of view? Knowledge that a change has occurred in one of the previous generations (mutation) specific gene will not change anything. And it won't help the baby. Isn't it better to discard the past and direct all efforts to the present and future, to a more complete social adaptation of the child?
Corrective work should be carried out comprehensively, by a group of specialists in various fields, including child psychiatrists, neurologists, speech therapists, psychologists, teachers, nurse educators, music worker (eurythmist).
1. Medical care is based on individual clinical verification of the child’s condition “represented by various therapeutic profiles: psychotherapy (individual and family physiotherapy, massage and other types. Pharmacotherapy is aimed at relieving the psychopathological manifestations of the disease, vegetative-vascular and vegetative-visceral dystonia, activating the child, and reducing mental stress.
2. Corrective work should be carried out in stages, based on the severity of autistic dysontogenesis of a child with RDA. Adapted and conventional programs were used training and organization of games for ordinary and specialized kindergartens. Two are used regime: gentle and activating. Assessment of the child's condition - autistic, level of its development, stock of knowledge, behavioral skills is carried out comprehensively by all specialists and serves as the basis for the development of an individual plan of correctional measures. The directed activities of the RDA child are planned taking into account the dissociation of mental development.
Individual and later group play therapy is used.
In the first stages, the most important reaction of revival and tracking is worked out, and the visual-motor complex is formed. Subsequently, in the process of manipulating objects, tactile, visual-tactile, kinesthetic, and muscular perceptions are developed. Connections are developed between certain parts of the body and their verbal designations, types of movements, as well as their verbal definitions. The child develops an idea of his own body, its parts, members, sides. Then work is carried out to develop self-service skills and participation in directed activities.
Most children, at the initial stage of work, the stock of knowledge and the nature of play activity lagged behind by 2-3 age orders. Manipulative play predominated among them, there was no partnership, there was no correlation between the game and the true purpose of the toys, and there was no indicative reaction to new toys or persons participating in the game.
At the next stage, the task was complicated by the transition from a manipulative game to a plot game. The most important aspect of the work remains the motivation for activity, repeated repetition of games, the formation of game patterns, with the constant use of visual-motor, only gradually introducing from simpler to more complex forms of games and motor activity itself, as well as specifically, consistently, repeatedly setting out the order of all games actions. Verbal comments must be given in brief form.
Pedagogical programs were aimed at teaching number concepts to children, counting, determining time categories, deepening orientation in the form of objects, in space. Autistic people had difficulty moving from one type of movement to another, did not imitate, did not reproduce a sequential chain of actions, especially motor ones, combined with speech responses. They have difficulty recalling recently acquired knowledge, especially knowledge from long-term memory on demand. They were found to be able to decode words. From stage to stage, the problem of complicating the activity is solved, and the proposed volume of skills and knowledge increases. Finally, attention should be paid to the fact that any tasks must be presented in a visual form, explanations must be simple, repeated several times, with the same sequence, the same expressions. Speech tasks should be presented in voices of varying volumes, paying attention to tonality. Only after mastering the same programs offered by different specialists does the child’s primitive, monotonous activity begin to diversify and become directed. It is then that children move from passive to conscious mastery of routine moments and skills. In the process of holistic education autistic awareness of the “I” is formed, the ability to distinguish oneself from other persons, the phenomenon of protodiacrisis is overcome.
And at subsequent stages of work, the task of complicating the activity is still being solved, with a gradual transition from individual to directed group classes, and even later to complex games, exercises in groups of 3-5 or more children.
Speech therapy work began with the definition of speech pathology characteristic of children autistic people. Appropriate correction is aimed at developing auditory attention, phonemic and speech hearing. Sounds were staged and automated, and breathing and voice exercises were introduced. The task of expanding vocabulary, developing the ability to compose sentences based on pictures, their series, as well as working on a coherent text consisting of conversations, retelling, “playing”, dramatizing various topics, reproducing poetic speech and a number of other tasks remained important.
Speech, as the youngest function of the central nervous system, is the first to suffer in the disease and is restored gradually, step by step, in the reverse order.
Psychological correction also began with the diagnosis of manifestations of mental dysontogenesis of the child in the conditions of his general and play activities.
The main task was to involve autistic V different types individual and joint activities, formation of arbitrary, volitional regulation of behavior.
Games with a rigid sequence of events and actions and their repeated playback turned out to be adequate. Mastering the game stamp system autistic, contributes to the formation of their memory, attention, and perception. In the process of classes, it is subsequently created autistic the possibility of transferring what has been learned, i.e. creative regulation of behavior and increasing subject-practical orientation in the environment.
The basic principle training consisted of constantly playing out verbal communication on the topic being studied in group classes with a speech therapist, consolidating the acquired knowledge in a game with a teacher, psychotherapist, and in a home environment with parents.
As individual and group speech development sessions were conducted, the patients’ speech became more and more understandable and communicative. First, sounds that were only related to the current context appeared, then speech that was weakly relevant to the context increased; From echospeech autistic children moved on to the arbitrary use of words, from addresses, simple names of objects, demonstrative phrases ("this is mom", "this is a doll")- to common phrases in the present tense. And yet, despite the correction, the majority children the accumulated fragments of speech were rigidly limited for a long time, the patients were unable to introduce already acquired cliche phrases into new sentences or use them in a new context. At the social and symbolic level there was almost no transmission of information. It was difficult to form time relationships; there were no answers in the past and future tense.
Special speech therapy is one of the most important in the correction autistic behavior, emotional and mental underdevelopment in patients with early childhood autism.
Teacher-speech therapist MBDOU No. 118
Yaroshenko Lyudmila Yurievna
A child with autism spectrum disorder goes to school. What should parents, schools, and teachers be prepared for?
Autism is not called the syndrome of the century for nothing: at the moment this diagnosis is becoming more common. Despite the efforts of public and medical organizations, there is still much we do not know about autism.
Our freelance correspondent Alexandra Chkanikova had a conversation with the director of the SPC PZDP named after. G. E. Sukhareva, psychotherapist of the highest qualification category Marina Aleksandrovna Bebchuk, with the director of the Federal Resource Center for organizing comprehensive support for children with autism spectrum disorder MSUPE Artur Valeryevich Khaustov, as well as with some teachers of Moscow schools.
The result is an express guide for teachers on how to organize the education of a child with autism in a public school, and what parents and teachers should prepare for.
What is autism?
Today, childhood autism is considered a general developmental disorder, that is, it is not a disease, but a severe disorder of mental development. There are several variants of autistic disorders. According to the international classification of diseases ICD-10, there are four types:
F84.0 – childhood autism (autistic disorder, infantile autism, infantile psychosis, Kanner syndrome);
F84.1 – atypical autism;
F84.2 – Rett syndrome;
F84.5 – Asperger's syndrome, autistic psychopathy.
Recently, all autistic disorders have begun to be united under the common acronym ASD - autism spectrum disorder.
The manifestations of autism are very diverse, but the most common characteristics are the inability to establish full contact with people, extreme isolation from the outside world, a weak reaction to external stimuli, a stereotypical and rather narrow range of interests. Often in the literature you can find a metaphor that a person with autistic disorder lives as if under a dome, is detached from the outside world and very few people are ready to “let in” under his dome.
So, a child with ASD goes to school...
Who decides where and how to study for a child with ASD?
In fact, the decision is always made by the parents, and there are two possible scenarios. The first is if parents have managed to notice, recognize and accept the fact that their child has autism. They consulted a doctor on time, the child was diagnosed, and at the medical commission it was clarified that the child’s intelligence was preserved (intellectual impairments are the only actual obstacle). The future student was regularly observed by specialists and received the necessary psychological and pedagogical correction. Thus, by the age of seven, many of the child’s autistic symptoms have already been smoothed out and, most likely, he is ready for school as much as his disorder allows.
The second scenario is when parents do not know, do not see, and deliberately remain silent about their child’s illness. Naturally, in this case there were no commissions, consultations, no psychological and pedagogical work, and a child with an advanced disorder ends up in school, where no one was warned either. This is a more complex story for all participants: painful for the child, difficult for teachers and ultimately unpleasant for parents, since ASD is not one of those diagnoses that will go away on its own. Sooner or later, it will become clear to all participants in the educational process that the child has health problems.
In the first case, parents will listen to the advice of specialists, choosing an educational path for the child, in the second, it will be a “one-sided game” until the parents come to the realization, and then they will have to start all over again: diagnosis, correction etc.
If we are responsible parents, then...
It is best if, at the time of enrollment in school according to the main list (that is, by March-April), parents had all the documents related to the child’s developmental characteristics ready. To do this, in November-December it is worth showing the child to the PMPK - psychological-medical-pedagogical commission.
This is a permanent body whose task is a comprehensive examination of the child for the presence of a particular diagnosis, assessment of the general level of his development and recommendations on the organization of his education. The commission includes multidisciplinary specialists - speech pathologists, speech therapists, doctors (neurologists, psychiatrists). They will give the child's parents a recommendation on what form of education is suitable for him and what program the child can study in.
A child can be referred to PMPK kindergarten, providing his characteristics to the commission, or parents can register him on their own initiative.
Before undergoing PMPC, a child with ASD undergoes a medical examination at a medical institution. The purpose of the medical commission is to determine the diagnosis in order to then select the type of educational program that corresponds to the characteristics and intellectual level of development of the child.
It is important that the PMPC works in continuity with the medical commission. For example, at the medical commission, a child demonstrates a sufficient level of intelligence to study according to the 8.1 or 8.2 program, but at the PMPK does not cope with the tasks - then the PMPK is obliged to still recommend that he study according to the inclusive program.
Should parents tell the school that their child has ASD?
By law, no, no one obliges parents to inform the school that their child has autism. They do not have to provide any certificates - but in order for the child to get into conditions suitable for him, it is important to inform the school administration that the child is special. If parents do not promptly inform the school about the child’s difficulties, then the school will not be ready to teach a child with ASD, and this will ultimately lead to serious difficulties in organizing the educational process - both for the child himself and for the entire class.
Usually, the first meeting of representatives of the school administration with the future student and his parents occurs during the formation of the first classes, in April-May. At this moment, and without any information, it will become clear to specialists (school psychologist, speech therapist, speech pathologist) that not everything is fine with the child. Further clarifications will come during the school year (autumn), and it is unknown how many unpleasant moments will happen to the child during the educational process.
How do children with ASD learn?
Studying programs
In accordance with the Federal State Educational Standard, there are four different options for training programs for children with ASD, divided by degree intellectual development child.
Program 8.1: It teaches children with intact intelligence. The level of their final achievements should be the same as that of their peers. Children study using regular textbooks, a regular program and a standard curriculum. The difference is that they must additionally study with a psychologist or speech therapist. During the period of adaptation to school, the child may need a tutor.
Program 8.2: children with ASD and mental retardation are taught. Their level of final achievements should also correspond to the level of their peers, but they study over a longer period of time. If the child has previously attended preschool organization and received psychological and pedagogical correction, his period of study in primary school will be five years. If he did not attend preschool, he will study for six years.
Program 8.3– this program educates children with mild to moderate intellectual disabilities. This is a borderline situation: on the one hand, such children could study in specialized schools, on the other hand, at the request of their parents, they can be enrolled in a mainstream school. The expected level of their final achievements does not correspond to the level of their peers; they study using adapted textbooks. The duration of primary school education for such children is 6 years.
Program 8.4– for children with severe intellectual delay and multiple developmental disorders. As a rule, such children have serious speech therapy problems (they do not speak at all or have serious delays in speech development). The duration of study in the program is 8.4 - 6 years, the expected level of achievement differs significantly from the level of peers, while the main emphasis is placed more on the socialization of the child than on academic success. Approximately 70% of the educational program will be aimed at the child’s mastering everyday skills and life competencies.
How can training be organized?
As for the options for organizing education for children with ASD, they can be the following:
Full inclusion. The child is educated in a regular classroom with peers.
Inclusive education using resource zone technology. The child is enrolled in a regular classroom, but when difficulties arise, he can receive individual support in a separate room - a resource area. This form is possible if a tutor is assigned to the child and if the school has a resource area - a large office where each child with developmental disabilities works individually with his or her tutor.
Correctional classes in a general education or special correctional school, or the child is studying in a special school. And here options are possible - for example, a child with autism can end up in a class where there are very different children with very different developmental disorders (integrated class). Or, if he has an intellectual disability, he may be taught in a class with children with intellectual disabilities. Or the class is fully staffed with children with ASD - in different forms and manifestations.
Individual training at home. Some children, due to their behavioral disorders, are recommended to study individually at home, but even in this situation it is worth thinking about socialization - for example, joining a class of peers at least once a week for certain subjects, for outdoor events.
Individual plan
Please note: there is no direct connection between the level of the program and the form of organization of training. It is important that the form of educational organization is selected individually, in accordance with the needs and level of socialization of the child
And further! Each child has the opportunity to create an individual curriculum. This is a special schedule for the child - where, what and at what point he will study. For example, mathematics is extremely difficult for a child with ASD, so he spends almost all the time in an inclusive class, and during mathematics lessons he goes to individual lessons with a defectologist.
The school draws up an individual plan for the child, by joint decision of specialists within the organization - class teacher, psychologist, speech therapist, subject teachers. Typically, a decision on an individual plan is made after a diagnostic period, which lasts about a month. Thus, by the end of the first quarter, the child can already receive his own individual plan.
Do children with ASD need special textbooks?
This is a sore point, since there is no universal textbook for children with ASD and, probably, it will be almost impossible to create one: the manifestations of this disorder are too diverse. Each child with ASD requires an individual approach.
At the moment, when teaching children with ASD using programs 8.1 or 8.2, teachers can use the curriculum for a general education school as a basis, but even in this situation, textbooks need to be adapted. If the child is studying according to the 8.3 or 8.4 program, then textbooks for children with intellectual disabilities are taken as a basis, which also need to be adapted. For example, reduce the number of exercises on one sheet, make the font larger, reduce the number of small insignificant details in the drawings, add visual support (drawings that make it easier to understand).
Typically, teachers in inclusive schools themselves adapt certain chapters of textbooks to the needs of students as best they can. But, of course, if a textbook for children with ASD ever appeared, at least an average one, it would be very valuable.
How to choose the most convenient path for a child?
There is an opinion that studying in a regular class is always better than in a correctional class. In this regard, many parents of children with ASD set themselves the goal of fighting for the opportunity to study in a fully inclusive manner.
All experts are unanimous in their opinion: before fighting, parents should calmly, slowly consider all the pros and cons of each form of educational organization - in relation specifically to their child, to their case. In particular, be sure to ask yourself the following questions:
What is more important to you – social or educational inclusion? Quite often the same form of training will not give you both. For example, in a correctional class, a child will feel like a fish in water, where everyone understands him and is lenient towards his characteristics. But, of course, in terms of education, everything is simpler and weaker here. And in a regular class he will receive more knowledge, but will feel like a stranger among his peers, which, of course, is detrimental to his socialization.
Is the game worth the candle? More precisely, is studying in a regular class worth the effort and stress? Excessive stress is simply contraindicated for children with ASD.
What exactly can your child get from a regular classroom? For example, it is possible to formulate an individual plan, according to which the child takes the basic subjects (Russian language, reading, mathematics) according to a simplified program in a correctional class or even at home, and comes to school in a regular class for those subjects that develop him physically and are related to manual labor and general development(music, technology, physical education).
And please take it as an axiom: choosing the level of inclusion and form of education is not a factor by which it is fair to evaluate your child or you as parents. You simply find the most suitable way, and do not try to prove something to someone, outwit, “achieve” the best, etc. Please assess the situation sensibly: sometimes a correctional class can give a child much more than an inclusive one.
Parents and school: rules of interaction
Can the school administration deny education to a child with ASD?
Not an easy question. On the one hand, according to the Education Law, any child with any degree of ASD with intact intelligence can study in a public school. On the other hand, not every school is able to provide such a child with everything the necessary conditions. Inclusion is a very expensive pleasure for a school, which is also not so easy to organize.
If a school cannot provide a child with ASD with all the conditions for learning, parents have two options: either find another school or insist on creating special educational conditions for their child at this school.
That is, a student with ASD is an inevitable problem for school?
If we are dealing with a negativistic scenario (when parents do not recognize the child’s characteristics) - yes, this is definitely a problem for everyone. If the parents have acquired all the necessary documents, and perhaps have registered their child as disabled, then this is a kind of opportunity for the school. Along with documents about the child’s disability, parents bring additional budget funds to the school. In a sense, it is even beneficial for a school to compete for inclusive status.
Can all schools guarantee adequate education for a child with ASD?
Of course, not all. As a rule, at the admission stage, representatives of the school administration honestly explain to parents that the school is not ready to provide the child with adequate opportunities. Then the child may be recommended a special school or given the address of the nearest inclusive school. There are such schools: they invest a lot of effort and money in maintaining their status as inclusive and resourceful. Parents of children with ASD should look for such a school: studying there will be much more beneficial for the child.
But there are few such schools: for example, in Moscow there are no more than ten of them, but those that exist really know how to work with special children. Here they are really taught, adapted, included in society.
In fact, it is quite normal that a regular school is in no hurry to accept a child with ASD. If the director, teachers, and administrators have never dealt with this phenomenon, the experience of studying in such a school is unlikely to be useful for the child. It will be more honest to objectively see your resource and understand what you can really give to a child with autism, and what you cannot yet.
It is known that many children with ASD are advised to study with a tutor - a personal assistant and mentor. Where to find a tutor for a child, should the school do this?
If, according to the conclusion of the PMPK, a child is entitled to tutor assistance in learning, then the school must provide him with tutor support. For this purpose, an additional staff unit is being introduced at the school.
There are three forms of tutor support:
The position of a tutor is in the staff list, and then the school provides you with a tutor.
You have a regular school, then the parents themselves find and invite a tutor and, most likely, they themselves find a way to pay for his services, but in this case the tutor must sign an agreement with the school.
Parents resort to the help of students undergoing practical training or volunteers. Both the school and the child’s family can find a volunteer by contacting one of the public organizations dedicated to supporting children with autism. It is important here that the person found has a sufficient level of understanding of the child.
The worst option is when one of the child’s parents is present as a tutor during lessons at school. We do not support this situation, but, unfortunately, if you cannot find a tutor, you have to resort to this measure.
What should a teacher prepare for?
So, a child with autism spectrum disorder comes to your class...
The appearance of a child with ASD in the classroom is a serious challenge for the teacher. Most likely, you will be shocked: in front of you will be a student who, for example, has not formed a learning stereotype - that is, he is not ready to sit at a desk, be quiet, listen silently, answer questions. Or he will be constantly distracted, will not be able to concentrate, his emotions are unpredictable, and often they simply cannot be easily pacified.
Let us warn you right away: without special training it will be very difficult for you. If it turns out that you did not have time to complete the training courses, be prepared that you will not succeed in everything at once. However, experts can give you some tips to help you cope more easily.
1. Collect all information– first of all, about the disorder itself. The more you know about the challenges people with ASD face, the easier it will be for you to manage your own anxiety. Ultimately, an autistic child is not so much a threat to you as someone who really needs your help. Try to take a strong position as a patient helper, rather than a victim of circumstances, and then it will be easier to integrate into new circumstances.
2. Watch your child. Although you are not his parent or tutor, to work successfully you need to know how he behaves in a given situation, what scares him, irritates him, calms him down. If the child’s parents are ready for contact, ask them, find out as much as possible about how to help yourself and your child in a difficult situation.
3. Show interest. Yes, a child with ASD is not the easiest student. In a way, his appearance challenges you: Do you love children enough to continue to do your job brilliantly? Your interest, attention, passion for the life and interests of the child is the most appropriate way of interaction.
4. Transform your learning space. You will need to structure the environment in which the child is in a special way. If for ordinary children a schedule in a diary is enough, a child with ASD simply needs to see all the important information before his eyes. Hang the schedule on the board, stick a piece of paper with tips to your desk, and indicate the direction of movement with arrows. You can only teach a child with ASD if the educational environment is predictable and safe for him.
Can a teacher without special training begin teaching a child with ASD?
It's extremely difficult. An experienced teacher with developed professional intuition is really able to quickly “feel” the situation. However, you should not force a good teacher to act by trial and error: it would be much more useful to give him all the necessary knowledge about the characteristics of the development and behavior of children with ASD, and to help him master effective correction and teaching methods. For example, the teacher should always be able to understand what is happening with the child: is he excited? Scared? Should I talk to my child about this or that problem, or just show him the right picture? Should I explain something to him in detail now, or should I just take him away from the other children and let him rest peacefully in a quiet place? All these things are easier to learn if you know what to do.
The minimum possible level of training is taking short-term advanced training courses. On average, the training period is about 2 months, but significant results are achieved within 1-2 weeks of intensive work. The personality of the teacher and his life attitudes play a huge role here. The key qualities for a teacher in an inclusive classroom are patience, dedication and willingness to accept that in such a matter as teaching a child with ASD, there are no quick results. But when you wait for the results, albeit slow, you will feel that you have conquered a real pedagogical Everest.
Alexandra Chkanikova