CC BY
41
UDC 376.356
DOI 10.53065/kaznmu.2021.15.23.055
1 Zh.S. Olzhataeva, 1 A.M. Rakhmetova, 23 A.Zh. Moldakaryzova, 3 G.A. Tussupbekova, 3 B.B. Amanbai, 3 K.A. Seitkadir, 3 N.B. Isayeva
1E.A. Buketov Karaganda State University, Kazakhstan 2 Asfendiyarov Kazakh national medical university 3al-Farabi Kazakh National University, Kazakhstan info@kaznmu.kz
CORRECTIONAL PEDAGOGICAL WORK ON THE FORMATION OF COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS (LITERARY REVIEW)
Resume: This article analyzes the features of the formation of communication skills in children with autism spectrum disorder. The analysis of the literature showed that in most children with autism spectrum disorder, communication disorders caused by violations of social interaction, difficulties with imitation and imitation of movements on the model, it is difficult to recognize the emotional state of other people. The development of communication skills is one of the most important areas of correctional work with children with autism spectrum disorders. Learning to make statements, comment on events, ask questions for information express and connect emotions, as well as the skills of reaction, social behavior and dialogue are prerequisites for the socialization of children. Taking into account the peculiarities of the development of communication skills in children with autism spectrum disorder, the authors consider developing methods for the formation of communication skills in children with autism spectrum disorder, used in correctional pedagogical work. The presented methods of correction of communication skills in children with autism spectrum disorders aimed at the formation of basic communication functions, social-emotional and dialogic skills. It known that the formed communication skills provide social competence, dialogic communication skills, interaction and cooperation with peers and adults. Thus, methods for the formation of verbal and non-verbal communication functions, socio-emotional skills and dialogue skills used to correct and develop communication skills in children with autism spectrum disorders. Keywords: autism spectrum disorder, syndrome, disorder, correction.
The problem of autism is very acute, because every year there is an increase in the number of children with this diagnosis. . In 2007, the World Health Organization (WHO) reported that humanity was facing a serious problem, with a steady increase in the number of people with neurological and mental problems, including autism. These diseases account for 11% of health problems worldwide. The number of registered children with autism in Kazakhstan has increased 1.8 times over the past five years. In general, it is 2.6% per 100 thousand children in the country [1].
Disorders in the development of communication skills in children with autism spectrum disorders can occur not only when it is unconnected, but also due to other causes, such as hearing or vision, intellectual and speech disorders, neurotic disorders. In these cases, the impairment of communication skills is a consequence of the main shortcomings: difficulties in receiving information, inability to use speech, lack of communication at an early age [2].
The development of communication skills is one of the most important areas of correctional work with children with autism spectrum disorders. Learning to ask questions, comment on events, ask questions for information, express emotions and communicate, as well as develop response skills, social behavior and dialogue are prerequisites for children's socialization. The formation of communication skills contributes to the expansion of their communication skills, social adaptation [3].
Communication disorders are caused by social interactions that manifest themselves as follows: autistic children are unable to regulate another person's attention and the direction of their attention, to show their attention to share their interests with another person, to move according to a model that may have certain difficulties It is difficult for them to recognize the social status of other people by imitation and imitation [4].
It is known that children with autism spectrum disorders have limited communication with adults and peers.Correction of communication skills with these children should be in the form of games and is aimed at developing the emotional sphere, speaking skills and teamwork skills.
A number of domestic and foreign researchers have been studying the communication skills of children with autism spectrum disorders: V.M. Bashina, M. Vedenin, K.N. Vinogradov, K.S. lebedinskaya, S.A. Morozov, O.S Nikolskaya, M.I. Lisina, A.V. Haustov K. Gilberg, T. Peters and others [5].
In addition, A.V. Haustov describing the symptoms of autism, he highlighted the following features of communicative behavior: inability to communicate with other people, a greater interest in inanimate objects than in humans; delays in the development of speech, the range of which is wide: from general speech development to speech negativism or mutism [6].
M.E. Baulina notes the following features of speech in children with autism spectrum disorders in early childhood: speech is not used for communication; there is an interaction with others, the underdevelopment of various components of speech that serve to interact with the environment, and the acceleration of affective speech aimed at autostimulation; availability of verbal talent; mutism or disintegration of speech [7]. Different methods and techniques are used to develop communication skills in children with autism spectrum disorders: games, exercises, conversation, role-playing [8]. Behavioral methods and techniques are used: modeling, motivation, advice, assistance, reinforcement, use of alternative communication systems [9]. During the correctional work, various communication systems are used to develop communication skills: oral, pictographic, written, gestural, etc. The combined use of speech and various alternative non-verbal communication systems provides additional visual support to children and
promotes the formation of verbal and non-verbal communication [10, 11, 12].
The formation of communication skills in children with autism spectrum disorders includes seven sequences, each of which corresponds to an individual work area [13, 14]. Communicative skills in children with autism spectrum disorders A.A. Bodaleva, M.I. Lisina, L. Lozovan, T.A. Repina, E.G. Savina, E.O. Smirnova studied. Speaking of communication skills, researchers refer to the automated communicative components of the activity, the formation of which is facilitated by examples of relationships between children and adults and peers [15]. The development of communication skills of early and preschool children takes place in three main directions [16, 17].
1. Formation of basic communicative functions, in particular: expression of demand through the use of verbal and non-verbal means of communication; answer the name; refuse or respond to greetings, questions or comments; explain and name the objects of the surrounding reality; attract the attention of another person and use interrogative sentences. The described directions, methods, conditions and forms of the organization of correctional work form the basis of the program of formation of communication skills of children with autism. Let us look at the most effective methods of developing communication skills, presented in the form of practical exercises, tasks and game situations. Methodology: To develop the ability to respond to one's own name. Answer to your name [8, 16, 17, 18]. Purpose: Formation of communicative functions Progress: Choose a moment when the student is not paying attention to you, draw attention to yourself and take a bag with your favorite croutons, approach the student and say his name in a calm voice. If the student does not answer, repeat his or her name and place your hand on his or her shoulder. When the student turns, give him the package. Do this exercise daily for a long time. Gradually reduce the intensity as the child begins to respond to his name. Methodology: Formation of the ability to greet [8, 16, 17, 18].
Purpose: Formation of communicative functions Progress: Before the lesson. Name the child and say hello to him (for example, "Hello, Amir", "Hello, Amir") and extend your hand to shake his hand or raise it so that the palm is facing the child (for applause). If he does not answer or repeats after you, say, "Hello, (teacher's name)." At each meeting, greet your child by shortening the path. In small groups, hold hands and help the children form a circle. Greet them in a cheerful voice and wait for their reaction. If the children do not answer, tell me - start greeting and let them finish "Hello". Repeat this exercise in each lesson.
Methodology: Formation of the ability to express rejection. Activities that cause a negative reaction in the child [8, 16, 17, 18].
Purpose: Formation of communicative functions Progress: Introduce the child to the type (topic) of the activity in which he / she will have a negative attitude. For example, show a box of cubes or a pictogram with cubes and call the child by name: "... let's play with cubes." If the child finds it difficult to adequately express the refusal (for example, if he or she shows anger at the silent or maladaptive behavior), advise him or her: "no," "I don't want to," "I don't want to play with blocks," and so on. Reinforce the meaning of the conclusion by using awkward gestures (unpleasant nods). When the child refuses, remove the blocks immediately to reward the
communicative statement. Repeat these exercises until the child adequately expresses the refusal.
2. Formation of socio-emotional skills: the ability to adequately express emotions and express their feelings; be polite, share, love and help others.
Methodology: Request to repeat the social game [8, 16, 17, 18].
Purpose: Formation of communicative functions Progress: Organize an interesting social game with the student (a game for interaction), for example, a game "backpack" - the student rolls behind an adult like a backpack. Then lower the child to the floor. If the child wants to continue the game (for example, he catches you, raises his hand), say the words according to the situation: "More", "Another backpack", "Let's play again", etc. When your child asks you to continue playing, sit him on your back.
Methodology: Develop the ability to ask to play together [8, 16, 17, 18].
Purpose: Formation of social behavior. Progress: Get a toy that your child usually plays with (for example, a set of toy dishes). Turn the child back so that he or she cannot reach the dishes. As the child begins to reach for the dishes, look at them and suggest, "Let's play together." As soon as he repeats, open the set of dishes so that he can play too. Repeat this situation several times until the child begins to express themselves playing together.
Methodology: Tact. Formation of the ability to use polite words [8, 16, 17, 18]. Purpose: Formation of social behavior. Progress: Get anything that will cause the child interest, such as a mask. Try it on, but do not give it to him. When he asks for a mask, "Give me a mask," correct him by saying, "Give me a mask." After the child repeats, stretch the mask. Repeat the same exercise with other objects. When your child learns to say "please," you can move on to the next step and learn to say "thank you." To do this, give the child what he or she asked for and say, "Thank you." If the child does not repeat, hold him by the shoulder and wait until he thanks you. Then release the child and let him play.
3. Formation of dialogue skills: beginning and end of the dialogue, its preservation, as well as eye contact with the interlocutor; keeping distance from the speaker; Wait for the listener to confirm before continuing the message. Methodology: To develop the ability to ask for repetition of social games. Be able to start a dialogue by referring to the person by name [8, 16, 17, 18].
Purpose: To develop dialogue skills, the ability to start a dialogue with a person's name
Progress: Tasks for parents. Take your child with a specialist at the end of the lesson, but deliberately leave your favorite toy (robot) in the office. Remind your child that he or she forgot the toy when he or she walked out the door. Then go with him to the office door and instruct the child: "Knock on the door and ask the robot ... (teacher's name)." Show the child a picture of the office door and the name of the specialist. When the child knocks and the door opens, allow him to start a dialogue and wait. If the child is at a loss or does not mention the name of the specialist, advise: "... (name of the specialist), give me a robot." As soon as the child repeats, the specialist should immediately give the toy as a gift. Repeat the same exercises several times with different people warn and discuss the situation with them in advance.
Methodology: Possibility of dialogue by sharing information with the interlocutor [8, 16, 17, 18].
Purpose: to develop the ability to maintain a dialogue by exchanging information with the interlocutor Progress: Build a house with the student through the constructor and play: place the toy animals so that they live there. When the mother (father) enters the office, give the child a house and ask him to tell you what he did today: "Tell my mother what you did today." If the child is in trouble, help him: "Mom, I made a house." When a mother praises her child, ask her to tell who lives in the house. If it is difficult for a child, help: "there are ... dogs and hippos in the house". In this case, it is important that the mother (father) play the role of "listening" interlocutor. The teacher plays the role of an assistant who gives advice to the child. Play similar situations repeatedly until the child shares the information on their own. Methodology: Ability to support the dialogue organized by the interlocutor [8, 16, 17, 18].
Purpose to develop the ability to maintain a dialogue organized by the interlocutor
Process: Read the dialogue (by role) several times with the child, print it on a piece of paper (or write it on the board), the child will remember it. Then remove the sheet (or remove it from the board), turn to the child, and ask him or her the same questions. If it is difficult to answer, help. Use facial expressions and gestures during the dialogue. Do this exercise every day, invent new dialogues and repeat the old ones. It is important that the content of the dialogue is realistic. In this regard, dialogues should made for each child individually.
The following criteria used to evaluate the answers: High level - the child performs the task correctly without the help of an adult. There are no warnings for the task; the child will not have difficulties in completing it. Intermediate level - the child answers most of the questions and performs tasks independently, without the help of an adult. The child completes all the following tasks with the help of the teacher.
Low level - the child performs less than half of the tasks independently, the rest performed with the help of the teacher or refuses to perform the task.
In the process of corrective work, the performance of learning tasks and exercises combined, using everyday situations. This allows the child to develop the acquired communication skills in different social situations. To fulfill this condition, the adult with the child must consider each situation as a potential opportunity to establish communicative interaction. This requires paying close attention to the child's behavior and emotional reactions. If an adult notices that a child is interested in something or willing to interact, he or she should be able to establish a communication process [17, 18]. Working to develop the communication skills of children with autism is a long, complex and unique process in each case. Therefore, the system of education and upbringing of children with autism involves the search for the most optimal methods and approaches. After all, the child's future depends on a well-chosen and purposeful, comprehensive approach in choosing an individual direction of support [18].
Thus, in conclusion, the importance of comprehensive correctional training, modern methods in the provision of correctional and pedagogical assistance to children with autism spectrum disorders. The results showed the effectiveness of the use of modern methods of comprehensive correctional education in the education of children with autism. The development of communication skills is one of the most important areas of correctional work with children with autism spectrum disorders. Learning to make statements, comment on events, ask questions for information express and connect emotions, as well as response skills, social behavior and dialogue are prerequisites for children's socialization. Thus, methods for the formation of verbal and non-verbal communication functions, socio-emotional skills and dialogue skills used to correct and develop communication skills in children with autism spectrum disorders.
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1 Ж.С. Олжатаева, 1 А.М. Рахметова, 2,3 А.Ж. Молдакарызова, 3 Г.А. Тусупбекова, 3 Б.Б. Аманбай, 3 К.А.Сейткадыр, 3 Н.Б.Исаева
2Е.А. Бекетов атындагы Карагандымемлекеттжуниверситет! 2 С.Ж. Асфендияров атындагы К,азац улттыцмедициналыцуниверситетi 3Эл-Фараби атындагы К,азац ¥лттыцуниверситетi
АУТИСТ1К СПЕКТРДЩ АУЫТЦУЛАРЫ БАР БАЛАЛАРДЫН КОММУНИКАТИВТ1К Б1Л1КТЕР1Н КДЛЫПТАСТЫРУ
БОЙЫНША ТУЗЕТУ-ПЕДАГОГИКАЛЬЩ Ж¥МЫС
Тушн. Бул мацалада аутизм спектрi бузылган балаларда царыш-цатынас дагдыларын
цалыптастыру ерекшелiктерi талданады. ддебиеттердi талдау аутистикалыц спежтрдщ бузылуы бар балалардыц кепшшгтде коммуникативтi бузылулар элеуметтж езара эрежеттесудщ бузылуынан, модельдж цозгалыстарга елжтеу мен елжтеудщ циындыцтарынан, басца адамдардыц эмоционалды жагдайын аныцтау циын екешн жерсетть Царыш-цатынас дагдыларын дамыту аутистж спектрi бузылган балалармен тузету жумыстарыныц мацызды багыттарыныц бiрi болып табылады. Мэлiмдеме жасауга, оцигаларга тустжтеме беруге, ацпарат алу ушт сурацтар цоюга, эмоцияларды бiлдiруге жэне байланыстыруга уйрету, жауап беру, элеуметтж мтез-цулыц жэне диалог дагдылары балалардыц элеуметтенушц алгышарты болып табылады. Аутистж спектрдщ бузылуы бар балаларда коммуникативтж дагдылардыщ даму ерекшелжтерт ескере отырып, авторлар аутистж спектрдщ бузылуы бар балаларда жоррежциялыц
педагогикалык жумыста колданылатын коммуникативтж дагдыларды калыптастыру бойынша дамытушы эдiстемелердi карады. Аутистж спектрдщ аурулары бар балалардыц коммуникативтж дагдыларын тузетудщ усынылган эдiстерi негiзгi коммуникативтж функцияларды, элеуметтж-эмоциялык жэне диалогтык дагдыларды калыптастыруга багытталган. ^алыптасщн карым-катынас дагдылары элеуметтж кузiреттiлiктi, диалогтык карым-катынас дагдыларын, курдастарымен жэне ересектермен езара эрекеттесу мен ынтымактастъщты камтамасыз ететн белгш. Осылайша, ауызша жэне вербальды емес коммуникативтi функцияларды, элеуметтж-эмоционалды дагдыларды жэне диалог дагдыларын калыптастыру эдiстерi аутизм спектрi бузылган балалардагы коммуникативтi дагдыларды тузету жэне дамыту ушт колданылады. Tyürndi свздер: аутизм спектртщ бузылуы, синдром, ауыткулар, тузету.
1 Ж.С. Олжатаева Ж.С., 1 А.М. Рахметова, 2'3 А.Ж. Молдакарызова, 3 Г.А. Тусупбекова, 3 Б.Б. Аманбай, 3 К.А. Сейткадыр, 3 Н.Б. Исаева
1 Карагандинский государственный университет имени Е.А. Букетова 2 Казахский национальный медицинский университет имени С.Д. Асфендиярова 3Казахский Национальный университет имени аль-Фараби
КОРРЕКЦИОННО-ПЕДАГОГИЧЕСКАЯ РАБОТА ПО ФОРМИРОВАНИЮ КОММУНИКАТИВНЫХ УМЕНИЙ У ДЕТЕЙ С
РАССТРОЙСТВАМИ АУТИСТИЧЕСКОГО СПЕКТРА
Резюме. В данной статье проанализированы особенности формирования жоммунижативных навыжов у детей с расстройством аутистичесжого спежтра. Анализ литературы, пожазал, что у большинства у детей с расстройством аутистичесжого спежтра жоммунижативные нарушения обусловлены нарушениями социального взаимодействия, трудности с подражанием и имитацией движений по образцу, затруднено опознавание эмоциального состояния других людей. Развитие жоммунижативных навыжов является одним из важнейших направлений жоррещионной работы с детьми с расстройствами аутистичесжого спежтра. Обучение делать заявления, жомментировать события, задавать вопросы для получения информации, выражать и связывать эмоции, а тажже навыжи реагирования, социального поведения и диалога являются предпосылжами социализации детей. Учитывая особенности развития жоммунижативных навыжов у детей с расстройством аутистичесжого
спежтра, авторами рассмотрены развивающие методижи по формированию жоммунижативных навыжов у детей с расстройством аутистичесжого спежтра, применяемые в жоррещионной педагогичесжой работе. Представленные методы жоррежции жоммунижативных навыжов у детей с расстройствами аутистичесжого спежтра направлены на формирование основных жоммунижативных фунжций, социально-
эмоциональных и диалогичесжих навыжов. Известно, что сформированные жоммунижативные навыжи обеспечивают социальную жомпетентность, диалогичесжие жоммунижативные навыжи, взаимодействие и сотрудничество со сверстнижами и взрослыми. Тажим образом, методы формирования вербальных и невербальных жоммунижативных фунжций, социально-эмоциональных умений и навыжов диалога используются для жоррежции и развития жоммунижативных умений у детей с расстройствами аутистичесжого спежтра.
Ключевые слова: расстройство аутистического спектра, синдром, расстройство, коррекция.
