Within the framework of this dissertation was provided the theoretical and experimental research and developed theoretically-substantiated and experimentally tested program of development of learning motivation in preschool children with autism.
1. Theoretical analysis and generalization of scientific approaches to the disclosure of learning motivation of children with autism provide an opportunity to argue about the appropriate level of development and quality of mechanisms, directions, types and conditions of psychological assistance to children with autism in preschool education. It is determined that the psychological support of a child with autism should be aimed at creating optimal socio-psychological and living conditions for the development, adaptation, functioning of the emotional sphere of children with autism spectrum disorders. The available studies of learning motivation of children with developmental disabilities and special educational needs do not show what features learning motivation has in children with autism, in particular during preschool and when these children are in preschool education.
2. The study of the phenomenon of learning motivation of children with autism and its structure shows that its effectiveness depends on such indicators as: the presence of individual psychological work with the child, organization of educational process, logical sequence of influence, favorable psychological and pedagogical conditions. Different types of psychological correction have been identified: "purposeful, coordinated, consistent", "partial, arbitrary", "fragmentary", which determine the level of autism.
3. Also, as a result of research, the selection of tools for diagnosing the level of mental development of children with autism of preschool age, which requires the gradual implementation of primary and advanced levels of diagnosis, evaluation of results and development of individual child development program for each case. The level of development of sensory sphere, large and small motility, cognitive mental processes, speech development, lateralization, visual-motor coordination, behavior, emotional reactions, ability to imitate, emotional-volitional sphere and level of autism are selected as basic indicators of development of children with autism.
4. In the course of the research three levels of learning motivation formation were determined: high, medium and low, and their criteria were formulated;
5. The theoretical model of learning motivation in preschool children with autism has the following stages: diagnostic, substantive, procedural, monitoring stage. The diagnostic stage includes the analysis of medical data, possible adverse factors that led to developmental disorders of the child, the diagnosis of manifestations of mental dysontogenesis of the child. The meaningful stage of development includes establishing the child's contact with a specialist, adapting the specialist to the individual characteristics of the child. The procedural stage involves the stimulation of mental processes of the child, the organization of structuring space and time frame, the activities of children with autism, the organization of preschool groups on the criterion of mental development, development of individual correctional programs. At the monitoring stage, the child's behavior, motivation to learn, dialogic speech, self-care skills and social adaptation are monitored.
6. The conducted quantitative and qualitative analyzes of the results obtained in the control experiment show that the developed system of psychological work with children with autism in preschool institutions, which is presented in the developed model, is effective. The main factors that ensure its effectiveness are identified: "activation and development of cognitive mental processes", "establishing psycho-emotional contact of a psychologist or teacher with a child with autism spectrum disorders", "using elements of sensory integration of children with autism".
