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  Previous issue (2019. Vol. 17, no. 2)

Autism and Developmental Disorders

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1994-1617

ISSN (online): 2413-4317

DOI: http://dx.doi.org/10.17759/autdd

License: CC BY-NC 4.0

Started in 2003

Published quarterly

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Description of the Assessment of Basic Language and Learning Skills Revisited (ABLLS-R) 2747

Semenovich M.L., Chief , the Center for Psychological, Medical and Social Support to Children and Adolescents of the Moscow State University of Psychology and Education , Moscow, Russia, Moscow, Russia, semmar@list.ru
Manelis N.G., Doctor of Psychology, psychologist , the Center for Psychological, Medical and Social Support to Children and Adolescents, Moscow, Russia, n.manelis@gmail.com
Khaustov A.V., Doctor of Education, Director , Federal Resources Center for Children with ASDm Moscow State University of Psychology and Education. Moscow, Russia, Moscow, Russia, arch2@mail.ru
Kozorez A.I., Methodologist, CPMSSCHA, Moscow, Russia, kozoreza@gmail.com
Morozova E.V., Psychologist educator , the Center for Psychological, Medical and Social Support to Children and Adolescents of the Moscow State University of Psychology and Education. Moscow, Russia, Moscow, Russia, emoroz01@yandex.ru
Abstract
Diagnostics and assessment of the functional skills of children with disabilities and autism spectrum disorders are to be conducted to develop comprehensive remedial educational programmes. The described Methodology of the Assessment of Basic Language and Learning Skills — Revisited (ABLLS-R) allows to simplify and make the diagnostics more efficient, to conduct a comprehensive examination of the child in different areas of development, detect the formed and deficit skills. The second and final part of the description of the methodology offers recommendations on the filling of the Table of the Results of Initial and Repeated Testing and on the choice of goals of correctional work with a child on the basis of performance of individual test scales. The pattern of the table filled after the initial and repeated testing is given. In drawing up of the programme of individual development the willingness of the child to the development of that skill should be considered. Regular practice of selected skills in various situations and the preventive measures against the regression of skills are also important. Conclusive part. Beginning in № 3 (48), 2015

Keywords: autism spectrum disorder, Methodology Assessment of Basic Language and Learning Skills — Revised (ABLLS-R), individual development programme.

Column: (null)

DOI: http://dx.doi.org/10.17759/autdd.2015130401

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