Goals and Methods of Correctional Aid to a Child with Autism



The paper presents a comparative analysis of two close directions in psychological intervention for children with autism — the DIR/Floortime model and the Emotional-Semantic approach both aimed to return a child to a healthy mental and social developmental pathway. We follow through the similarities and divergences in the theoretical views of two approaches and in their realization in practice. It is shown that despite the common main direction of intervention, such as helping the child in his/her affective development that occurs in the course of changing emotional relationships with his/her caregivers, there are significant differences in the tasks, methods and intervention techniques. Similarities and differences in establishing and developing emotional contact with the child are analyzed, as well as the ways of engaging him/her in communication and interaction, overcoming rigidity and developing spontaneous and flexible behavior, building affective experience, stimulating and developing verbal communication.

General Information

Keywords: child autism, psychological intervention, Floortime model, Emotional- Semantic approach, obstacle in play, emotionally meaningful comments, development of verbal communication

Journal rubric: Workshop and Methods

Article type: scientific article

DOI: https://doi.org/10.17759/cpp.2019270109

For citation: Nikolskaya O.S., Baenskaya E.R., Guseva I.E. Goals and Methods of Correctional Aid to a Child with Autism. Konsul'tativnaya psikhologiya i psikhoterapiya = Counseling Psychology and Psychotherapy, 2019. Vol. 27, no. 1, pp. 140–152. DOI: 10.17759/cpp.2019270109. (In Russ., аbstr. in Engl.)


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Information About the Authors

Olga S. Nikolskaya, Doctor of Psychology, Head of the Laboratory of containment and methods of educating children with emotional disturbances, the Institute of Special Pedagogy of the Russian Academy of Education, Moscow, Russia

Elena R. Baenskaya, PhD in Psychology, leading research assistant, the Federal State Budget Scientific Institution «Institute of Special Education»,, Moscow, Russia

Irina E. Guseva, Psychologist, Researcher, Institute of Special Education of Russian Academy, Moscow, Russia, e-mail: gusevaie@mail.ru



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