Global reading and typing as a form of alternative communication for children with autism spectrum disorders (ASD)
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Abstract
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.
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