Developing a Capacity for Communication in Preschoolers with Autistic Spectrum Disorders in a Face-to-Face Group Communicative Play

Abstract

The article represents research findings covering the opportunities in communication ability development in preschoolers with Autism Spectrum Disorders (ASD) provided through the “face-to-face” group communicative play original methodology. The article presents a system, stages, and outcomes of play sessions and its theory based on necessity to compensate early stages of communication ontogenesis that autistic children have not acquired in full. Data obtained in two groups — experimental (preschoolers with ASD, participating in communicative play program) and control (preschoolers with ASD that did not participate in the program), in the course of one academic year is compared. Total number of experimental groups participants was 60 children with ASD, aged 4–6. It's been detected that children in the experimental group showed significant reduction of communication disorders, when compared to children in the control group (assessment was based on International Classification of Functioning, Disability and Health: children and youth version, Activity and Participation chapter domains), as well as significant reduction of autistic manifestations in general (based on the results of the Childhood Autism Rating Scale). The noted correlation between decreased communication problems and reduction of general autistic disorder manifestations provides us with the grounds to claim a priority role of special “face-to-face” play sessions for communication abilities development in preschoolers with ASD.

Keywords

• autism spectrum disorders
• preschool age
• communication abilities development
• group play
• communication disorder
• “face-to-face” play sessions