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Autism and Developmental Disorders
2021. Vol. 19, no. 4, 70–85
https://doi.org/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

 
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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

OpenAlex citations: 3

OpenAlex topics: Psychology of Development and Education, Autism Spectrum Disorder Research, Family and Disability Support Research

Information about the work in OpenAlex

Number of citations: 3

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77596  |  Total number of citations: 232137

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Autism Spectrum Disorder Research

This cluster of papers encompasses a wide range of research on Autism Spectrum Disorders, including genetics, neurodevelopmental aspects, social skills interventions, brain connectivity, epidemiology, executive functioning, early intervention, emotion recognition, and neuroanatomy.

Number of works: 155689  |  Total number of citations: 3129929

Topic detailsв OpenAlex

Family and Disability Support Research

This cluster of papers explores the impact of parenting stress on caregivers and families of children with developmental disabilities, particularly focusing on autism spectrum disorder. It delves into the challenges faced by parents, the well-being of caregivers, family quality of life, coping strategies, and support services available to address these stressors.

Number of works: 119920  |  Total number of citations: 1021074

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Work details in OpenAlex

Article type: research 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

Published

For citation: Don, G.V., Erofeeva, Y.I., Salimova, K.R., Davydova, E.Y., Khaustov, A.V. (2021). Comprehensive Assessment of the Progress of «Skoroshkolnik» Technology Implementation. The Individualization of the Adapted Basic Education Program for Pre-schoolers with ASD. Autism and Developmental Disorders, 19(4), 70–85. (In Russ.). https://doi.org/10.17759/autdd.2021190408

© Don G.V., Erofeeva Y.I., Salimova K.R., Davydova E.Y., Khaustov A.V., 2021

License: CC BY-NC 4.0

References

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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 and education, Moscow, Russian Federation, 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, Russian Federation, ORCID: https://orcid.org/0000-0003-4319-029X, e-mail: erofeevayui@mgppu.ru

Ksenia R. Salimova, Researcher, Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education (MSUPE), Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-6328-001X, e-mail: salimovakr@mgppu.ru

Elizaveta Y. Davydova, Candidate of Science (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, Russian Federation, ORCID: https://orcid.org/0000-0002-5192-5535, e-mail: el-davydova@mail.ru

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

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