THE STRUCTURAL-FUNCTIONAL MODEL OF LEARNING MOTIVATION FORMATION AT CHILDREN WITH AUTISTIC SPECTRUM DISORDER
Lilya Drobit
Ivan Franko National University in Lviv
https://orcid.org/0000-0001-5915-5304
PDF 91-98 (Українська)

Keywords

autistic children
socialization
correction
developmental environment
adaptation
cognitive activity
psychological and pedagogical conditions
correction work
structural functional model

How to Cite

Drobit, L. (2020). THE STRUCTURAL-FUNCTIONAL MODEL OF LEARNING MOTIVATION FORMATION AT CHILDREN WITH AUTISTIC SPECTRUM DISORDER. PSYCHOLOGICAL JOURNAL, 6(5), 91-98. https://doi.org/10.31108/1.2020.6.5.8

Abstract

The article makes an attempt to form psychological and pedagogical prerequisites for autistic children’s motivation. The principles and methods of adults’ interactions with ASD children are substantiated. The structural-functional model of corrective work is presented on the basis of the examined criteria of its efficiency and quality. It is stated that corrective work with autistic children should take place at all stages of their lives and in all life spheres.

The proposed structural-functional model was implemented as a system of corrective trainings, giving pedagogical support for ASD children’s informational, educational, play, communicative, behavioral, speech spheres and helping to improve their education. The organizational and pedagogical efforts are important for increasing the efficiency of autistic children learning in a group. The main difficulties of such children’s inclusion into general school are identified. The stages of corrective work with autistic children with the proposed innovative psychological and pedagogical measures are suggested.

The correctional and educational work with autistic children should depend on the types of autistic disorders and corresponding individual characteristics of their intelligence, speech, communication; be based on studied needs, motives, feelings, reactions, thoughts, intentions related to the peculiarities of ASD children’s socio-cultural adaptation and self-realization; take into account the relevant needs and concerns of families raising autistic children; in addition, the special trainings for specialists in differential diagnostics should be developed, as well as corresponding corrective and educational programs .

 

PDF 91-98 (Українська)

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