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Clinical Psychology and Special Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-0394

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

License: CC BY-NC 4.0

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Functionality of Children with Asperger's Syndrome 1032

Kazmin A.M., PhD in Medicine, Professor, Department of Neuro and Pathopsychology of Development, Faculty of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, mgppukprd@gmail.com
Mar A., educational psychologist, Moscow State University of Psychology and Education, Moscow, Russia, marka90210@yandex.ru
Dugina O., teacher-defectologist, Moscow state educational institution combined-type kindergarten №1540, Moscow, Russia, olgdug@rambler.ru
Lobova A., Moscow State University of Psychology and Education, student, Moscow, Russia, neko03@mail.ru
Rukina I., educational psychologist, Moscow state educational institution Child Development Center kindergarten №1762, rukinai@mail.ru
Prochuhaeva M., assistant manager, Moscow state educational institution combined-type kindergarten №288, masha021066@yandex.ru
Abstract
Here we present the results of a comparative study of the functionality of the preschool children with typical development (N = 52) and autism (N = 12), younger students with Asperger's syndrome (N = 13). The obtained data showed that the functionality of children with Asperger's syndrome was significantly lower (p <0,0001) compared with children with typical development, and significantly higher (p <0,00001), than of children with autism. Has been discussed the importance of the functionality research for children with autistic spectrum disorders and other developmental disorders using the questionnaire F- 07 as a way of assessment the integrative performance of common tasks and demands.

Keywords: Asperger’s syndrome, autism, functionality, preschool age, primary school age

Column: Empirical research

For Reference

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