The dissertation is devoted to the theoretical substantiation and experimental study of the problem of the development of speech competence in preschool children with autism spectrum disorders.
An analysis of the views of scientists on the speech of preschoolers with autistic disorders made it possible to find out that preschool age is the most valuable age stage in a child's development. Indeed, during this period, emotional communication between an adult and a child acquires special significance, which becomes a prerequisite for the formation of speech forms of communication, the formation of independence in the use of words and sentences. Therefore, it is important in the early stages of a child's life to begin work on the development of the speech competence of children, the prevention of speech disorders associated with autism spectrum disorders. Based on the analysis of scientific sources, it has been established that the problem under study was not the subject of a special study, the lack of practical experience causes a number of problems in correcting the speech activity of preschoolers with autistic disorders.
Based on the results of the theoretical analysis of the literature, the main scientific approaches to the characterization of a person's speech competence (complex, psycholinguistic, activity-based, competence-based, personal) are identified. It has been determined that the speech competence of a person's personality should be considered from the position of the activity approach, according to which the phenomenon under study arises as the ability to apply language in specific situations of communication, using linguistic and intonational means of speech expressiveness expediently.
The age characteristics of preschool children, the specifics of their speech development are highlighted, namely: speech breaks away from a specific situation, loses situationality, turns into a means of communication; the appearance of coherent forms of speech, its expressiveness increases; mastering the laws of the native language occurs in the process of actions with the word; speech becomes an instrument of thinking, a means of cognition, intellectualization of cognitive processes; the emergence of the regulatory function of speech, allows you to understand literary works, instructing others; the formation of a planning, sound function of speech; the emergence of an understanding of the forms of speech activity, a conscious attitude towards it; completion of phonemic development; the emergence of prerequisites for mastering literacy.
The clinical picture, diagnostic criteria for autism spectrum disorders are characterized. The features of speech of preschool children with autistic disorders are presented, in particular: speech is stereotyped, sounds like delayed echolalia, manifestations of repetitive vocalizations are observed (stringy intonation, babbling), there is no reaction to personal appeal, reproduction of own broadcasting, understandable only to a child, sometimes complex, rare words appear in speech with, speech is monotonous, non-melodic, fast or slow, irregular, words in pronunciation are not often unrelated to each other, the broadcasting scheme is solid, sedentary, deficiencies of coherent speech are observed, a kind of modeling, intonation, capture is possible separate speech forms, constant play with sounds, syllables, words, rhymes, songs, recitation of poems.
The content and components of speech competence of preschool children with autism spectrum disorders have been substantiated. It has been determined that the speech competence of preschool children with autism spectrum disorders is the integrated ability of a preschooler with autistic disorders to use language appropriately in specific communication situations.
The structure of speech competence of preschool children with autism spectrum disorders consists of the following criteria: motivational-emotional (desire to interact, attitude to imitation); linguistic-meaningful (expressive speech, impressive speech); behavioral-activity (the ability to interact, the ability to speak out in accordance with the situation).
The analysis of studies devoted to the diagnosis, correction, development of speech activity in preschool children with autism spectrum disorders has been carried out.
A psychodiagnostic complex of methods has been tested, which made it possible to investigate the state of each criterion of speech competence of preschool children with autism spectrum disorders and to determine the level of the phenomenon under study in each individual respondent.
