THE PECULIARITY OF THE READINESS OF PARENTS AND SPECIALISTS TO IMPLEMENT THE METHODS “NATURALISTIC INTERVENTION” AND “VISUAL SUPPORT” FOR THE FORMATION OF SOCIAL-EMOTIONAL DEVELOPMENT OF OLDER PRESCHOOL CHILDREN WITH AUTISM
DOI:
https://doi.org/10.32689/maup.psych.2023.3.4Keywords:
socio-emotional development, children with autism, inclusive environment, older preschool children with autismAbstract
The article contains the results of the study of the content and level of readiness of parents and specialists to implement the methods "Naturalistic intervention" and "Visual support" for the formation of social-emotional development of older preschool children with autism. The importance of social-emotional development as a prerequisite for mastering school skills and socialization of children of this category is revealed. Specific features of social and emotional development of preschool children with autism spectrum disorders are presented. The concept of socio-emotional development of older preschool children with autism has been clarified. The key provisions of methods with scientifically proven effectiveness regarding the socio-emotional development of older preschool children with autism are disclosed: "Intervention with the participation of parents", "Naturalistic intervention", "Visual support". The main points of the theoretical-structural model of socio-emotional development of older preschool children with autism are presented, based on methods with scientifically proven effectiveness (content, instrumental, effective aspects). The main provisions of the survey of teachers and parents regarding their theoretical knowledge and experience in using the tools of the "Naturalistic intervention" and "Visual support" methods for older preschool children with autism spectrum disorders are described. The results of an empirical study of the readiness of parents and specialists to implement the methods "Naturalistic intervention" and "Visual support" for the formation of social-emotional development of older preschool children with autism were analyzed. The peculiarities of the use by teachers and parents of certain tools of the "Naturalistic intervention" method (learning during the day, routines, formation of joint attention, timed prompts) and the "Visual support" method (schedules, tables of feelings and emotions, stress thermometer, an incredible 5-point scale, choice of activity).
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