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Background. Communicative and speech development of a child with autism spectrum disorders (ASD) is one of the primary tasks in working with non-speaking children, since their subsequent development, behavior, and well-being in society depend on their communication capabilities.

Objective. Formation of basic communication skills in non-speaking children by teaching reading using the global text perception method and subsequent mastering of printing on tablets or computers used as alternative and additional means of communication (AAC).

Sample. The study involved 3 non-verbal children with autism aged 5 years: 2 girls and 1 boy.

Methods. The following methods were used: the method “Global Reading” by G. Doman, methodological developments by L.G. Nuriyeva “Speech Development of Autistic Children”, PECS alternative communication system. The work was based on the principle of “from simple to complex”. To determine the level of development of children and to build a further plan for correctional work, speech therapy diagnostics were carried out using the first component of the VB-MAPP methodology “Assessment of Developmental Areas “ (listener behavior, request skill (mand), verbal speech, visual perception, echo skill). At each stage of training, an intermediate assessment of skills was carried out using pedagogical supervision and parent surveys.

Results. The children demonstrated positive dynamics in the formation of the ability to read whole words at once, bypassing the stage of syllabic analysis. Two of the three subjects showed the first signs of active sound speech in the form of repetitions of heard words (echolalia). One child began to spontaneously vocalize individual syllables, writing words by hand. In addition to improving reading skills, the project participants began to effectively apply the ability to type on electronic devices to solve everyday communication problems and express their own desires.

Conclusions. The method of sequential teaching of global reading, typing and dialogue skills has been shown to be an effective way to develop communication skills and intellectual abilities in children with ASD. It is assumed that a non-verbal child with autism will be able to fully express their thoughts using typing as an AAC.

Relevance. The ability to visually model is a universal ability that is formed in preschool age. Children’s mastery of this ability is an important indicator of the child’s mental development and intellectual readiness for school. The quest game is the least studied method of developing the ability to visually model in children.

The aim of the study is to explore the possibilities of using the quest game as a means of working on the formation the ability to visual modeling in preschool children.

The methodology. The study included three stages: ascertaining, forming and control. To diagnose the ability to visual modeling in children, L.A. Venger’s “Schematization” technique was used. The methodology for developing children’s ability for visual modeling through quest games was based on the following conditions: 1) developing the ability for visual modeling should be carried out in stages: from teaching children to use ready-made visual models to learning to create them; 2) each quest game must include tasks that involve the use of different types of models (spatial, temporal, mathematical, logical) in a single plot. The study involved 41 children aged 5-6 years.

Research results. The analysis of the results of the ascertaining stage showed that 43% of children aged 5-6 years who participated in the study had a low ability to visual modeling. The results of the control experiment indicate the effectiveness of the work carried out: indicators of the ability to visually model the children participating in quest games increased; the number of children who showed a low level decreased by 15%.The positive dynamics are due to the following circumstances: 1) The quest game is a fun form of organizing correctional and developmental activities for preschool children; 2) The form of the quest game allows you to include tasks for both the usage and the creation of visual models by children; 3) The quest game makes it possible to use different types of models: spatial, temporal, mathematical, logical, regardless of its plot.

Conclusions. The data obtained confirm our assumption that the quest game can be considered as a means of forming the ability to visual modeling in older preschool children.