CRITERIA FOR PSYCHOLOGICAL ANALYSIS OF THINKING DISORDERSIN CHILDREN WITH ATYPICAL MENTAL DEVELOPMENT

Abstract

The article is devoted to the problems of psychological analysis of disorders of children with atypical mental development. Aim. To single out the psychological criteria for qualitative analysis of higher mental functions disorders in children with developmental disorders on the example of thinking disorders research. Methodology. The following methods are used in the study: “Disassembling and assembling the pyramid”, “Mailbox”, “Boards with subject tabs”, “SEGUIN Board”, “Split pictures”, “non-Verbal classifications”. To study the verbal-logical forms of thinking, the following methods were used: “Object classification”, “Exclusion of objects”, “Series of plot pictures”. In the map of observations of the experimental tasks performance the components of the structure of mental activity of thinking were marked: the level of actions, the level of operations, and the level of psychophysiological functions (in the course of the survey, these are the structures available for observation). In addition, the formation of the mental action parts was marked (indicative, executive and control one). They were studied as units of cognitive activity. Results. On the example of thinking disorders in children with atypical development, psychological analysis criteria are identified. Their effectiveness in solving psycho-corrective tasks is shown. Research implications. The selected parameters of thinking disorders and ways to compensate them allow us to develop a psycho-correction program based on significant signs of mental disorders, taking into account the leading factors of these disorders and the state of the child’s central nervous system.

Keywords

• qualitative analysis
• evaluation effectiveness
• set criteria
• psychological parameters of mental activity
• psycho-corrective orientation of diagnostics