APPLICATION OF THE NEUROPSYCHOLOGICAL APPROACH IN THE SYSTEM OF AUTOLOGICAL HELP
Description
It was assumed that the application of neuropsychological theories at the stage of diagnosis would ensure the determination of the developmental characteristics of children with autism and would contribute to the identification of possible causes of disorders. The focus of the study was the theory of weakening of central binding, Accordingly, a neuropsychological diagnostic methodology was developed, which included 6 series of diagnostic tasks to study the state of formation of the perceptual, mnestic, and speech levels of synchronous (65 tasks) and sequential (63 tasks) types of synthesis. At the perceptual level of the simultaneous type of synthesis, children were asked to recreate a series of geometric shapes; determine the localization of the sound source in space; carry out stereognostic recognition of the object, etc.; to study the peculiarities of the development of the speech-thinking level - the task of establishing available logical-grammatical relationships. Diagnostics of the state of formation of successive syntheses involved the determination of: features of the development of kinetic melodies (sensorimotor level); the state of repeating a number of sounds, syllables, words (mnestic level); consistent deployment of accessible oral expression (intellectual level). The analysis of the research results was carried out on the basis of parameters characterizing the degree of independence in performing diagnostic tasks. The objectification of the distribution of the sample of children into groups was carried out using statistical parametric recognition criteria, in particular the Student's criterion. This made it possible to estimate the probability of selection of groups and subgroups of children based on information about the frequency of individual signs when performing diagnostic tasks. The analysis and generalization of the obtained probabilities of assessing differences in the performance of diagnostic tasks and the probability of distinguishing groups made it possible to differentiate two groups of children with autism according to the frequency of developmental disorders of simultaneous and sequential syntheses. Group 1 included children (74.28%) who completed diagnostic tasks; to the 2nd group - children (25.72%) who incorrectly performed diagnostic tasks or refused to perform them. The 1st group included children with different levels of formation of sequential-simultaneous syntheses. According to the indicated indicators, the children of the 1st subgroup (57.7%) mostly have an insufficiently formed simultaneous analysis and synthesis. In children of the 2nd subgroup (26.9%), the established symptoms were mainly a syndrome of violation of mainly consecutive syntheses. The 3rd subgroup included children (15.4%), who were diagnosed with the maximum possible level of formation of successive-simultaneous syntheses.