Results of Verification of the Methods of Speech Activity Formation in Children with Autistic Disorders

Abstract

The speech activity formation is a pretty complex multifaceted long-term process, particularly, formation of speech activity in children with autistic disorders. According to the research objectives, we have designed corrective-developmental methods of formation of speech activity in pre-school children with autistic disorders. Working on the corrective-developmental methods, we have considered the research results, program requirements to the speech development of elder pre-schoolers, level of speech capabilities of every child, law regularities of the speech function development in ontogenesis and scientific-methodical principles and aspects of the speech development correction for children with speech disorders. As per the principles that we have substantiated, the research-diagnostic, correction-activity and function-speech stages of our methods show their outer and inner bounds. Moreover, the identified stages of the corrective-developmental methods are closely interrelated and characterised with their combination as a continuous pedagogical process; and the knowledge, skills and habits obtained by elder pre-schoolers with autistic disorders are considered as an integral system. We have included initiative as capability to speak in a monologue, motivation as capability to speak in a dialogue, content-richness as saturation of the active oral speech with language units clear to a child with autistic disorders (words, word combinations, phrases, sentences) as well as sound imitations, sound complexes and vocalisation to the main components of speech activity. Thus, after entrenching our methods we have processed and generalised the results of identifying levels of formed speech activity as capability to speak in a monologue and dialogue and use of particular language units according to the quantitative indices.