Skip to Main Content

Autism and Developmental Disorders
2021. Vol. 19, no. 4, 70–85
doi:10.17759/autdd.2021190408
ISSN: 1994-1617 / 2413-4317 (online)

Comprehensive Assessment of the Progress of «Skoroshkolnik» Technology Implementation. The Individualization of the Adapted Basic Education Program for Pre-schoolers with ASD

252

G.V. Don, Y.I. Erofeeva, K.R. Salimova, E.Y. Davydova, A.V. Khaustov

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar

Abstract

Present article considers the technology «Skoroshkolnik» which was developed for the individualization of the adapted basic educational program of preschool education of children of senior preschool age in the group of short-term stay, including the individual characteristics of children with autism spectrum disorders (ASD). The program was developed by educational professionals of the Federal Resource Center for the Organization of Comprehensive Support for Children with ASD of MSUPE. Key principles of the technology are shown in accordance with individual characteristics of children with ASD. A pilot study of program effectiveness carried out using a comprehensive assessment of dynamics of basic skills necessary for teaching in a group. To assess goals achievement we used following methods — «Psychological and educational profile (PEP-3)», Vineland Adaptive Behavior Scales (VABS) as well as specially developed tools. The study revealed that the program was effective for basic communication skills, speech, cognitive and motor development, as well as reduced the severity of undesirable behavior and improved behavior regulation.

General Information

Keywords: autism, autism spectrum disorders (ASD), preparation for schooling, effectiveness of intervention

Journal rubric: Education & Intervention Methods

Article type: scientific article

DOI: https://doi.org/10.17759/autdd.2021190408

Funding. The reported study was funded within the framework of the state assignment of the Ministry of Education of the Russian Federation No. 073-00041-21-05, 14.07.2021, «Comprehensive support of children with ASD in the frame of an evidence-based approach»

Received: 11.11.2021

Accepted:

For citation: Don G.V., Erofeeva Y.I., Salimova K.R., Davydova E.Y., Khaustov A.V. Comprehensive Assessment of the Progress of «Skoroshkolnik» Technology Implementation. The Individualization of the Adapted Basic Education Program for Pre-schoolers with ASD. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2021. Vol. 19, no. 4, pp. 70–85. DOI: 10.17759/autdd.2021190408. (In Russ., аbstr. in Engl.)

References

  1. Dovbnya S., Morozova T., Zalogina A., Monova I. Deti s rasstroistvom autisticheskogo spektra v detskom sadu i shkole: praktiki s dokazannoi effektivnost’yu [Children with autism spectrum disorder in kindergarten and school: practices with proven effectiveness]. Saint Petersburg: Publ. Seans, 2018. 202 p. ISBN 978-5-905669-37-8.
  2. Don G.V. Usloviya obrazovaniya detei doshkol’nogo vozrasta, imeyushchikh RAS, v gruppe kratkovremennogo prebyvaniya [The conditions of preschool education of children with ASD in short-term groups]. Autizm i narusheniya razvitiya [Autism and Developmental Disorders (Russia)], 2017, vol. 15, no. 4, pp. 16—25. DOI:10.17759/autdd.2017150403
  3. Zalomaeva N.B. Opyt obucheniya autichnykh detei nachal’nym shkol’nym navykam [Experience of teaching basic school skills to an autistic child]. In O.S. Nikol’skaya, E.R. Baenskaya, M.M. Libling Autichnyi rebenok: Puti pomoshchi [Autistic child: Ways of support]. Moscow: Publ. Terevinf, 1997. Pp. 273—294. ISBN 5-88707-005-6.
  4. Lavrent’eva N.B. Formirovanie uchebnogo povedeniya u autichnykh detei-doshkol’nikov [Formation of learning behavior in autistic preschoolers]. Defektologiya [Defectology], 2008, no. 4, pp. 52—63.
  5. Morozov S.A. O khode aprobatsii primernoi adaptirovannoi osnovnoi obshcheobrazovatel’noi programmy doshkol’nogo obrazovaniya detei s rasstroistvami autisticheskogo spektra [The Progress of Approbation of the Approximate Adapted General Education Program of Preschool Education for Children with Autism Spectrum Disorders]. Autizm i narusheniya razvitiya [Autism and Developmental Disorders (Russia)], 2018, vol. 16, no. 4, pp. 3—11. DOI:10.17759/ autdd.2018160401
  6. Morozov S.A., Morozova T.I. Vospitanie i obuchenie detei s autizmom (doshkol’nyi vozrast): uchebno-metodicheskoe posobie [Raising and teaching children with autism (preschool age): guidance manual]. Samara: Publ. Knizhnoe izdatel’stvo, 2017. 324 p.
  7. Nikol’skaya O.S, Baenskaya E.R., Libling M.M. Autichnyi rebenok: Puti pomoshchi [Autistic child: Ways of support]. Moscow: Publ. Terevinf, 1997. 342 p. ISBN 5-88707-005-6.
  8. Nikol’skaya  O.S.  Problemy  obucheniya  autichnykh  detei  [Problems  of  educating  autistic  children].  Defektologiya [Defectology], 1995, no. 2, pp. 8—17.
  9. Prikaz Ministerstva prosveshcheniya Rossiiskoi Federatsii ot 15.05.2020 № 236 «Ob utverzhdenii Poryadka priema na obuchenie po obrazovatel’nym programmam doshkol’nogo obrazovaniya» [Order of the Ministry of education of the Russian Federation from 15.05.2020 no. 236 “On the approval of the Order of acceptance to studying by preschool educational programs”] [Web resource]. URL: https://rg.ru/2020/06/19/minpros-prikaz236-site-dok.html (Accessed 08.12.2021).
  10. Primernaya adaptirovannaya osnovnaya obshcheobrazovatel’naya programma doshkol’nogo obrazovaniya detei rannego i doshkol’nogo vozrasta s rasstroistvami autisticheskogo spektra: Proekt [Approximate adapted basic general education program of preschool education for children of early and preschool age with ASD: Project] [Web resource]. 2020. P. 116. URL: https://autism-frc.ru/ckeditor_assets/attachments/3288/programma-2020.pdf (Accessed 08.12.2021).
  11. Khaustov A.V., Shumskikh M.A. Dinamika v razvitii sistemy obrazovaniya detei s rasstroistvami autisticheskogo spektra v Rossii: rezul’taty Vserossiiskogo monitoringa 2020 goda [Dynamic Changes in the Development of the Educational System of Children with Autism Spectrum Disorders in Russia: Results of the 2020 All-Russian Monitoring]. Autizm i narusheniya razvitiya [Autism and Developmental Disorders (Russia)], 2021, vol. 19, no. 1, pp. 4—11. DOI:10.17759/ autdd.2021190101
  12. Brignell A., Chenausky K.V., Song H. et al. Communication interventions for autism spectrum disorder in minimally verbal children. Cochrane Database of Systematic Reviews, 2018, vol. 5, no. 11, pp. 1—11. DOI:10.1002/14651858. CD012324.pub2
  13. Farmer C., Adedipe D., Bal V.H. et al.Concordance of the Vineland Adaptive Behavior Scales, second and third editions. Journal of Intellectual Disability Research, 2020, vol. 64, no. 1, pp. 18—26. DOI:10.1111/jir.12691
  14. Flannery K.A., Wisner-Carlson R. Autism and Education. Child and Adolescent Psychiatric Clinics of North America, 2020, vol. 29, no. 2, pp. 319—343. DOI:10.1016/j.chc.2019.12.005
  15. Fleur V., Thompson J., Wong C. Learning how to be a student: an overview of instructional practices targeting school readiness skills for preschoolers with autism spectrum disorder. Behavior Modification, 2015, vol. 39, no. 1, pp. 69—97. DOI:10.1177/0145445514551384
  16. Hilton C.L., Ratcliff K., Collins D.M. et al. Flourishing in children with autism spectrum disorders. Autism Research, 2019, vol. 12, no. 6, pp. 952—966. DOI:10.1002/aur.2097
  17. Huang J., Du C., Liu J., Tan G. Meta-Analysis on Intervention Effects of Physical Activities on Children and Adolescents with Autism. International Journal of Environmental Research and Public Health, 2020, vol. 17, no. 6, pp. 1950—1961. DOI:10.3390/ijerph17061950
  18. Jackson D.B., Testa A., Vaughn M.G. Adverse Childhood Experiences and School Readiness Among Preschool-Aged Children. The journal of pediatrics, 2021, vol. 230, pp. 191—197. DOI:10.1016/j.jpeds.2020.11.023
  19. Kamps D., Thiemann-Bourque K., Heitzman-Powell L. et al. A comprehensive peer network intervention to improve social communication of children with autism spectrum disorders: a randomized trial in kindergarten and first grade. Journal of Autism and Developmental Disorders, 2015, vol. 45, pp. 1809—1824. DOI:10.1007/s10803-014-2340-2
  20. Mesibov G., Shea V. Full inclusion and students with autism. Journal of Autism and Developmental Disorders, 1996, vol. 26, no. 3, pp. 337—346. DOI:10.1007/BF02172478
  21. Ouellet B., Carreau E., Dion V. et al. Efficacy of Sensory Interventions on School Participation  of  Children  With Sensory Disorders: A Systematic Review. American Journal of Lifestyle Medicine, 2018, vol. 15, no. 11, pp. 75—83. DOI:10.1177/1559827618784274
  22. Rodda A., Estes A.  Beyond  Social  Skills:  Supporting  Peer  Relationships  and  Friendships  for  School-Aged Children with Autism Spectrum Disorder. Seminars in Speech and Language, 2018, vol. 39, no. 2, pp. 178—194. DOI:10.1055/s-0038-1628369
  23. Scharf R.J. School Readiness. Pediatrics in Review, 2016, vol. 37, no. 11, pp. 501—503. DOI:10.1542/pir.2016-0107
  24. Steinbrenner J.R.D.  Fostering  Communication  in  Elementary  School  Children  on  the Autism  Spectrum  Who Are Minimally Verbal. Seminars in Speech and Language, 2018, vol. 39, no. 2, pp. 103—113. DOI:10.1055/s-0038-1627482
  25. Young K.R., Radley K.C., Jenson W.R. et al. Peer-facilitated discrete trial training for children with autism spectrum disorder. School Psychology Quarterly, 2016, vol. 31, no. 4, pp. 507—521. DOI:10.1037/spq0000161

Information About the Authors

Galina V. Don, Methodologist of the Federal Resource Center for Organization of Comprehensive Support to Children with ASD, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-0804-7228, e-mail: galina.don@gmail.com

Yulia I. Erofeeva, special teacher of the of the Federal Resource Center for Organization of Comprehensive Support to Children with ASD, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-4319-029X, e-mail: erofeevayui@mgppu.ru

Ksenia R. Salimova, Junior Researcher of the Scientific laboratory of the Federal Resource Center for Organization of Comprehensive Support, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-6328-001X, e-mail: ksalimova@yandex.ru

Elizaveta Y. Davydova, PhD in Biology, Associate Professor, Leading Researcher, Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Associate Professor of the Department of Differential Psychology and Psychophysiology Faculty of “Clinical and Special Psychology”, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5192-5535, e-mail: el-davydova@mail.ru

Arthur V. Khaustov, PhD in Education, Director of the Federal Resources Center for Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9634-9295, e-mail: arch2@mail.ru

Metrics

Views

Total: 560
Previous month: 23
Current month: 20

Downloads

Total: 252
Previous month: 3
Current month: 11