The Use of Art-Therapeutic Methods in the Work on the Formation of Communication Skills in Children With Autism Spectrum Disorders 479
PhD in Education, Dean of the Faculty of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia
Psychologist, Kindergarten No. 6 “Nezabudka”, Puschino, Russia
The goal of the psychological and pedagogical experiment conducted in the academic year 2018-2019 is to determine the preferred sensory channels of preschool children with autism spectrum disorders for the development of recommendations on the use of art therapy methods and techniques in the formation of communication skills. The experimental group included 10 preschoolers from 4 to 7 years old with autism spectrum disorders. At the diagnostic stage, the degree of formation of communication skills was studied, the preferred sensory modalities were determined. All children showed a low level of development of communication skills: 2 of them had no speech, 4 of them used speech only in affectively significant situations, the rest used separate words and simple phrases for communication. According to the results of a experiment, it was determined that for 4 children the tactile channel is preferred, for 3 - visual, for 3 - audio. Recommendations are given on the use of art-therapeutic methods and techniques: for preschoolers with a predominant tactile way of perceiving - exercises with sand, for children with auditory preferences - music and dance therapy, for children with a predominant visual way of perceiving - isotherapy.
Bogdashina O.B. Sensorno-pertseptivnye problemy pri
autizme [Sensory and perceptual problems in autism]. Krasnoyarsk: Publ.
Mezhdunarodnyi institut autizma KGPU im. V.P. Astaf'eva, 2014. 200 p.
Kozyreva V.P. Formirovanie kommunikativnoi
aktivnosti u detei s mnozhestvennymi narusheniyami v protsesse korrektsionnoi
raboty: Diss. ... kand. ped. nauk [Formation of communicative activity in
children with multiple disorders in the process of correctional work. Candidate
of Sciences in Pedagogy dissertation]. Moscow, 2011. 184 p.
Nason B. O klyuchevykh problemakh autizma.
Sensornye aspekty autizma [Core Challenges of Autism. Sensory aspects of
autism]. Autizm i narusheniya razvitiya [Autism and Developmental
Disorders (Russia)], 2016, vol. 14, no. 3, pp. 42–48. doi:
Postal'chuk O.I. Psikhoterapevticheskaya rol'
manipulyatsii s izobrazitel'nymi materialami pri rabote s det'mi, imeyushchimi
narusheniya v razvitii [Psychotherapeutic role of manipulation with graphic
materials in working with children with developmental disorders]. Moscow: Publ.
Kogito-Tsentr, 2006. Pp. 142–159.
Khaustov A.V. Organizatsiya okruzhayushchei sredy
dlya sotsializatsii i razvitiya kommunikatsii u detei s rasstroistvami
autisticheskogo spektra [Organizing an educational environment for
socialization and development of communication for children with autism
spectrum disorders]. Autizm i narusheniya razvitiya [Autism and
Developmental Disorders (Russia)], 2009, no. 1, pp. 1–12.
Khaustov A.V. Formirovanie navykov rechevoi
kommunikatsii u detei s rasstroistvami autisticheskogo spektra:
Uchebno-metodicheskoe posobie [Forming speech communication skills in children
with autism spectrum disorders: teaching aid]. Moscow: Publ. Tsentr
psikhologo-mediko-sotsial'nogo soprovozhdeniya detei i podrostkov, 2010. 87 p.
Yanushko E.A. Igry s autichnym rebenkom:
Ustanovlenie kontakta, sposoby vzaimodeistviya, razvitie rechi, psikhoterapiya
[Playing with an autistic child: Estabilishing contact, ways of interaction,
speech development, psychotherapy]. Moscow: Publ. Terevinf, 2004. 134 p.
Petrescu D.M. One Size Doesn’t Fit All: An
Inclusive Art Therapy Approach for Communication Augmentation and Emotion
Control in Children with Autism. Toronto; Ontario: OCAD University, 2013.
Kasari C., Brady N., Lord C., Tager-Flusberg H.
Assessing the minimally verbal school-aged child with autism spectrum disorder.
Autism Research, 2013, vol. 6, no. 6, pp. 479–493.
Martin N. Art Therapy and Autism: Overview and
Recommendations. Journal of the American Art Therapy Association, 2009,
vol. 26, no. 4, pp. 187–190. doi:10.1080/07421656.2009.10129616.