Al-Mrayat O. Features of forming graph-motor skills of younger pupils with autism

In the dissertation, the essence of graph-motor skills (GMS) is revealed as the smallest basic indivisible unit of graphics, which provides in writing the representation of the corresponding phoneme, a consistent sequence of graphs and they are the final links in the chain of operations that constitute the writing process. As the effector part of the GMS writing affects the process of writing in general, but as a basic invariant action mostly determines the effectiveness of mastering of other subjects by pupils with autism. A model of the structural and functional organization of graph-motor activity is developed and its psychophysiological operations are distinguished. In the context of the determined levels of mastering of the program linguistic material, it has been found out a direct dependence of the quality of written work performance by pupils with autism from the state of assimilation of the programmatic linguistic material, as well as from the lack of formation of predominantly all levels of the control system of movements. Its manifestation in written works identified the graph-motor mistakes, which had a different degree of severity but did not always reach the level of severity provided for dysgraphia. According to the results of a multi-vector neuropsychological diagnosis, it is proved that the causes of the difficulties of mastering the GMS of pupils with autism are the inadequate formation of a complex sensorimotor base and different types of programming, regulation and control of graph-motor activity. It has been developed, substantiated and accomplished the experimental and investigative approbation of the proposed algorithm for intensifying the formation of GMS. It ensured the maximum possible elimination of deficiency and/or correction of dysfunction of the brain organization units and intensification of the process of gradual formation of GMS of pupils with autism. Special methods of writing were developed taking into account the identified difficulties. Most pupils with autism were characterized by difficulties with the transition from the dismembered integrity to its simultaneous unity.