Psycho-emotional state of younger school-aged children with autism spectrum disorders

Abstract

Purpose. The purpose of the article is to highlight the results of a study on the psycho-emotional state of younger school-age children with autism spectrum disorders. Methods. In the course of the study, a set of general scientific and specially pedagogical methods was used: analysis and systematization of scientific and methodological sources, comparative method, psychological research methods, methods of mathematical statistics. Results. The features of cognitive, emotional, and motivational development of younger school-age children with ASD were comprehensively assessed. It was found that visual perception in most children is developed at a sufficient and high level, which is manifested in the ability to accurately recognize and remember visual information. Auditory perception is characterized mainly by a good level of development; however, some children have difficulties in processing auditory information, which may complicate the learning process. Memory research showed that children demonstrate a consistently good level of short-term and delayed recall. They effectively use the repetition mechanism to acquire information. An insufficient level of voluntary attention formation was detected in most children. This is manifested in a slow pace of task performance, frequent reference to a model, and instability of attention. The vast majority of children were found to have a high level of mental performance and speed of intellectual activity. The level of voluntariness in verbal communication in most children was determined to be average, indicating generally formed, but insufficiently stable, language self-control skills. The emotional sphere of the children is characterized mainly by a low level of anxiety, which indicates adequate emotional stability. Analysis of learning motivation showed its variability: alongside children with a high level of learning motivation, a significant portion exhibits an average or low level of interest. Conclusions. It has been concluded that younger school-age children with ASD have sufficient potential for the development of cognitive processes, in particular memory, visual perception, and mental performance. At the same time, the most vulnerable areas remain voluntary attention, language regulation, certain aspects of auditory perception, and the motivational sphere.