THEORETICAL ANALYSIS OF THE STUDY OF SPEECH FEATURES IN AUTISTIC DISORDERS IN CHILDREN OF PRESCHOOL AGE

Abstract

The effectiveness of the process of socialization of a child with autism spectrum disorders depends ona number of complex unresolved issues, as well as on the theoretical and methodological developmentof correctional programs. Despite the large number of works devoted to the study of various aspectsof the development of children with ASD, it should be noted that in the domestic and foreign literature has notformed an established, full definition of this issue.The purpose of the article is to review the theoretical aspect of the study of speech features in autisticdisorders in preschool children. The analysis of domestic and foreign literature on the problem of RAS, itsessence, speech features and communicative interaction of children with others. Manifestations of speechdevelopment in preschool children with autism spectrum disorders that affect the process of socialization arecharacterized. The variety of behavioural features of children with ASD and personality traits are considered. It is established that autism spectrum disorders in children have a number of characterological featuresof development and behaviour that are not inherent in other nosologies, namely: stereotyped movementsand manifestations, communication disorders (verbal and nonverbal), regression of interests, lack of interestin interacting with others. Most scientists have come to the conclusion, that RAS is a specific state of a child’sdevelopment, which manifests itself in sensory-perceptual disorders and deficits, and therefore requiresdetailed study and development of corrective techniques that will allow to correct personality development. Itwas found that preschoolers with autism spectrum disorders have a number of difficulties in establishing socialinteraction, which is associated with the characteristics of development, and significantly affects the processof socialization of the child in society. The researchers noted that the inclusive education of children withASD should be based on two areas: behaviour correction and the formation of skills and abilities. Correctionmethods should be developed individually through a comprehensive approach to the individual.