Elena G. Amelina

The article is devoted to the feasibility of using visual aids to enhance the efficiency of the pedagogical process. The authors emphasize the efficient use of visual aids, such as story pictures as means aimed at the development of higher mental functions. The authors note that for correction of children with mental and speech delays the program of the complex neuropsychological correction is used. A case-study of treatment of a child with insufficient formation of a number of mental functions (motor, spatial, verbal, mnemonic) is described. To achieve the goals of the correctional methods of work are connected with play and story pictures. Based on the results of re-examination the authors note positive dynamics in the formation of a number of mental functions: the motor sphere, hemispheric interaction, spatial representations, regulatory and mnemonic functions. It is concluded that work with story pictures has greatly contributed to the emergence of positive dynamics.

In this article the problem of diagnosis of autism is raised. Diagnoses of autism are often mistakenly set for children with developmental delays, suffering from systemic disorders of speech and secondary autistic behavioral manifestations arising from the early damage of the central nervous system. Examples of the application of techniques of neuropsychological correction of a child with autism spectrum disorders are provided. Neuropsychological data provided led to the conclusion that the diagnosis of autism needed to be clarified. After a course of rehabilitative training a positive trend in mental functioning of a child was discovered. After the second diagnostics it was concluded that the child had secondary autistic traits associated with the delayed language development and general executive functions, which needed to be corrected through the development of mental functions. The article highlights the importance and possibilities of neuropsychology in the differential diagnosis of mental functioning in children diagnosed with autism spectrum disorders.

The problem of bi-and multilingualism is especially important for the children of immigrants and children of international families. In the article the paramount way to learn a second language and age of language acquisition are described. The authors conclude that bilingualism is necessary for the formation of a clear division of the language of communication at home and school / kindergarten. It is stated that bilingualism promotes the formation of a more flexible thinking, the ability to approach the problem from different angles and from different perspectives, enhances knowledge. Authors illustrate their statements with the description of the case study of the early multilingualism of preschool child that shows peculiarities of speech and other mental functions.