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Counseling Psychology and Psychotherapy

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 2075-3470

ISSN (online): 2311-9446

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

License: CC BY-NC 4.0

Started in 1992

Published quarterly

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Goals and Methods of Correctional Aid to a Child with Autism 415

Nikolskaya O.S., Doctor of Psychology, Head of the Laboratory of containment and methods of educating children with emotional disturbances , the Institute of Special Pedagogy of the Russian Academy of Education, Moscow, Russia, nikolskaya@ikprao.ru
Baenskaya E.R., Doctor of Psychology, leading research assistant , the Federal State Budget Scientific Institution «Institute of Special Education», , Moscow, Russia, baenski@rambler.ru
Guseva I.E., Researcher, Institute of Special Education of Russian Academy, Education, Moscow, Russia, gusevaie@mail.ru
Abstract
The paper presents a comparative analysis of two close directions in psychological intervention for children with autism — the DIR/Floortime model and the Emotional-Semantic approach both aimed to return a child to a healthy mental and social developmental pathway. We follow through the similarities and divergences in the theoretical views of two approaches and in their realization in practice. It is shown that despite the common main direction of intervention, such as helping the child in his/her affective development that occurs in the course of changing emotional relationships with his/her caregivers, there are significant differences in the tasks, methods and intervention techniques. Similarities and differences in establishing and developing emotional contact with the child are analyzed, as well as the ways of engaging him/her in communication and interaction, overcoming rigidity and developing spontaneous and flexible behavior, building affective experience, stimulating and developing verbal communication.

Keywords: child autism, psychological intervention, Floortime model, Emotional- Semantic approach, obstacle in play, emotionally meaningful comments, development of verbal communication

Column: Workshop and methods

DOI: http://dx.doi.org/10.17759/cpp.2019270109

For Reference

References
  1. Greenspan S., Wieder S. Na ty s autizmom [Engaging Autism]. Moscow: Terevinf, 2013. 512 р. (In Russ.).
  2. Nikol’skaya O.S. Psihologicheskaya klassifikaciya tipov detskogo autizma [Types of childhood autism’ psychological classification]. Voprosy Psikhologii, 2017, no. 5, pp. 14—25.
  3. Nikol’skaya O.S., Baenskaya E.R. Detskii autizm kak sistemnoe narushenie psikhicheskogo razvitiya rebenka [Childhood autism as a system disorder of a child’ psychological development]. Voprosy Psikhologii, 2017, no. 3, pp. 17—28.
  4. Nikol’skaya O.S., Baenskaya E.R. Korrektsiya detskogo autizma kak narusheniya affektivnoi sfery: soderzhanie podkhoda [Correction of a childhood autism as an affective sphere disorder: content of an approach]. Defektologiya [Defectology], 2014, no. 4, pp. 23—33.
  5. Nikol’skaya O.S., Baenskaya E.R., Libling M.M. Autichnyi rebenok: puti pomoshchi [Autistic child: ways of aid]. Moscow: Terevinf, 1997. 342 p.
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