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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

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

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal

 

Development of Communication in Children with Autism Spectrum Disorders in the United States and Russia

Esterbrook R.L., President of Global Behavior Solutions, LLC, Springfield, Virginia, bigrick4319@gmail.com
Esterbrook S.A., Vice President of International Operations, Global Behavior Solutions, LLC, Springfield, Virginia, lana1130@yahoo.com
Dreyfus A., Vice President of Operations and Training, Global Behavior Solutions, LLC, Springfield, Virginia, dreyfus@gmail.com
Karpekova T.A., assistant professor of Psychology Department, Mogilev State A.A.Kuleshov University, Mogilev, Belarus, tkarpiakova@yahoo.com
Soldatenkova E.N., post-graduate student, the chair of age-related psychology, faculty of educational psychology; educator-psychologist of the highest attestation category in the Center of psycho-medical and social support for children and adolescents, Moscow State University of Psychology & Education, Moscow, Russia, ElenaSol08@mail.ru
Abstract
The article presents an analysis of theoretical principles and methodological approaches within the framework of research schools both in the United States and Russia; these schools provide the basis for the development of effective learning and communication skills for children with Autism Spectrum Disorders (ASD). The authors consider the indicators for communication disorders in children with ASD, as well as the main strategies for overcoming them in the context of utilizing verbal behavior analysis (B.F. Skinner, M.L. Sundberg, J.W. Partington, and M.L. Barbera - USA), the tradition of cultural-historical psychology (L.S. Vygotsky, D.B. Elkonin, B.D. Elkonin - Russia), reflective-activity approach (A.N. Leontiev, V.K. Zaretsky – Russia), the theory of systemic dynamic localization of higher mental functions(A.R. Luria – Russia), and method of ”replacing ontogenesis” (B.A. Arkhipov, A.V. Semenovich Russia). Despite the differences in methodologies used by American and Russian scholars, the most important idea is that the researchers and practitioners of both schools have common goal: to concentrate their efforts on developing social interaction skills in children with ASD, which helps them to better adjust in their lives and function in the social environment.

Keywords: Autism Spectrum Disorders (ASD), communication, methodology, applied behavior analysis, cultural-historical psychology

Column: Autism. The Russian Square: Diagnostics, Early Intervention, Education, and Life in the Community

DOI: http://dx.doi.org/10.17759/pse.2016210307

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