Journal Autism & Developmental Disorders (Russia) 2023 No.3

Аутизм и нарушения развития. № 3.
Том 21
Autism and Developmental Disorders (Russia). № 3. Vol. 21
2023
12+
ISSN (online): 2413-4317
ISSN 1994-1617
Научно-практический журнал
АУТИЗМ И НАРУШЕНИЯ РАЗВИТИЯ

Учредитель: Федеральное государственное бюджетное образовательное учреждение высшего образования
«Московский государственный психолого-педагогический университет» (ФГБОУ ВО МГППУ) На 1-й странице обложки — On the Front cover —
Главный редактор Editor-in-chief
фото здания Федерального ресурсного центра the view of the Federal Resource
Хаустов А.В. (Россия), кандидат педагогических наук, директор, Федеральный ре- Khaustov A.V. (Russia), PhD in Education, director of the Federal Resource Cen- по организации комплексного сопровождения детей Center for Organization of Comprehensive Support
сурсный центр по организации комплексного сопровождения детей с расстройствами ter for Organization of Comprehensive Support to Children with Autism Spectrum с РАС МГППУ to Children with Autism Spectrum Disorders
аутистического спектра ФГБОУ ВО «Московский государственный психолого-педаго- Disorders, Moscow State University of Psychology & Education
гический университет» (МГППУ) (MSUPE) (Архитектурная мастерская А.А. Чернихова). (A. Chernichov Architectural Studio)
Ответственный секретарь Executive secretary На 4-й странице обложки On the 4th page of the cover is the artwork with
Шведовский Е.Ф. (Россия), методист Федерального ресурсного центра по организа- Shvedovskiy E.F. (Russia), methodologist of the Federal Resource Center for
ции комплексного сопровождения детей с РАС МГППУ Organization of Comprehensive Support to Children with ASD of MSUPE батик «Зайка» ученика школьно-дошкольного the use of batic “Bunny” by Bayeux Lera, a student
Члены редакционной коллегии Members of editorial board отделения ФРЦ МГППУ Байе Леры, of the school and preschool department of the FRC
• Артемова Е.Э. (Россия), кандидат педагогических наук, доцент, декан факультета • Artemova E.E. (Russia), PhD in Education, associate professor, dean of the мастерская «Изображая мир своими руками» of MSUPE, studio “Depicting the World with Own Hands”
Клинической и специальной психологии МГППУ Faculty of Clinical & Special Psychology of MSUPE
• Давыдова Е.Ю. (Россия), кандидат биологических наук, ведущий научный сотрудник • Davydova E.Yu. (Russia), PhD in Biology, leading research fellow of the Scien- (руководитель Короткая Т.В.) (headed by Korotkaya T.V.)
научной лаборатории Федерального ресурсного центра по организации комплексного tific Laboratory of the Federal Resource Center for the Organization of Compre-
сопровождения детей с РАС, доцент кафедры дифференциальной психологии и психо- hensive Support to Children with Autism Spectrum Disorders, associate professor
физиологии МГППУ of the Chair of Differential Psychology & Psychophysiology of MSUPE
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федрой олигофренопедагогики и специальной психологии, ФГБОУ ВО «Московский Department of Special Education and Special Psychology, Moscow Pedagogical Редактор — Садикова И.В. Editing — Sadikova I.V.
педагогический государственный университет» (МПГУ) State University (MSPU)
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научной лаборатории Федерального ресурсного центра по организации комплексного Laboratory of the Federal Resource Center for Organization of Comprehensive Журнал «Аутизм и нарушения развития» Journal «Autism and Developmental Disorders»
сопровождения детей с расстройствами аутистического спектра МГППУ Support to Children with Autism Spectrum Disorders of MSUPE зарегистрирован в Федеральной службе по надзору is registered at the Federal Service for Supervision
• Шор С.М. (США), EdD, клинический доцент, Университет Адельфи • Shore S.M. (USA), EdD, clinical assistant professor of the Adelphi University
• Эдельсон С.М. (США), PhD, исполнительный директор Института исследований • Edelson S.M. (USA), PhD, executive director of the Autism Research
в сфере связи, информационных технологий in the Sphere of Communications,
аутизма Institute и массовых коммуникаций. information technology and mass communications.
• Эрц Ю.М. (Израиль), руководитель проекта «Аутизм: коррекционная работа на осно- • Ertz Yu.M. (Israel), head of the project «Autism: work based on ABA», ANO
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Алехина С.В. (Россия), кандидат психологических наук, проректор по инклюзивному Alekhina S.V. (Russia), PhD in Psychology, director of the Institute of Inclusive
образованию, директор Института проблем интегрированного (инклюзивного) образо- Education, the Deputy Rector for Inclusive Education Журнал издается с марта 2003 г. The Journal published since March 2003.
вания МГППУ of MSUPE
Члены редакционного совета Members of the Editorial Council
Периодичность — 4 номера в год, объем 72 с. Periodicity — 4 issues per year, volume 72 pages.
• Алмазова А.А. (Россия), доктор педагогических наук, доцент, директор Института • Almazova A.A. (Russia), Doctor of Education, associate professor, director of the
детства, заведующий кафедрой логопедии МПГУ Institute of Childhood, head of the Department of Speech Therapy of MSPU
• Ахутина Т.В. (Россия), доктор психологических наук, главный научный сотрудник • Akhutina T.V. (Russia), Doctor of Psychology, leading research fellow of the
лаборатории нейропсихологии, Московский государственный университет им. М.В. Laboratory of Neuropsychology, Lomonosov Moscow Уважаемые читатели! Dear Readers!
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гики» Pedagogy
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дры инклюзивного образования Института детства МПГУ of Inclusive Education, Institute of Childhood of MSPU Электронная версия журнала на портале Open access online-version avaliable
• Касаткин В.Н. (Россия), доктор медицинских наук, профессор, директор Научно-ис- • Kasatkin V.N. (Russia), Doctor of Medicine, professor, director of the Research психологических изданий МГППУ: https://psyjournals.ru/en/journals/autdd
следовательского института развития мозга и высших достижений, Российский уни- Institute of Brain Development and Higher Achievements, Peoples’ Friendship
верситет дружбы народов University of Russia
https://psyjournals.ru/en/journals/autdd
• Корнев А.Н. (Россия), кандидат медицинских наук, доктор психологических наук, • Kornev A.N. (Russia), PhD in Medicine, Doctor of Psychology, head of the Страница журнала в Научной электронной библиотеке:
заведующий кафедрой логопатологии, заведующий лабораторией нейрокогнитивных Department of Logopathology, head of the Laboratory of Neurocognitive Tech- http://elibrary.ru/title_about.asp?id=28325
технологий, Санкт-Петербургский государственный педиатрический медицинский nologies, St. Petersburg State Pediatric Medical
университет University
• Левченко И.Ю. (Россия), доктор психологических наук, заведующая кафедрой специ- • Levchenko I.Yu. (Russia), Doctor of Psychology, head of the Chair of Special При перепечатке In case of duplication a reference
альной педагогики и специальной психологии, дефектологический факультет Москов- Pedagogics and Psychology, Faculty of Special Education of Sholokhov Moscow
ский государственный гуманитарный университет им. М.А. Шолохова State University for Humanities ссылка на журнал «Аутизм и нарушения развития» to the journal «Autism and Developmental Disorders»
• Морозов С.А. (Россия), кандидат биологических наук, доцент, ведущий научный • Morozov S.A. (Russia), PhD in Biology, associate professor, leading research fel- обязательна. is required.
сотрудник Федерального института развития образования, Российская академия на- low of the Federal Institute of the Development of Education, Russian Presidential
родного хозяйства и государственной службы, руководитель РОБО «Общество помощи Academy of National Economy and Public Administration; head of the Regional
аутичным детям “Добро”» Community Charity Organization «Society for Autistic Children Care “Dobro”»
• Орехова Е.В. (Швеция), кандидат психологических наук, ведущий научный сотруд- • Orekhova E.V. (Sweden), PhD in Psychology, leading researcher of the Univer- Адрес редакции: 127427, Москва, ул. Кашенкин Луг, д. 7. Editorial address: 127427, Moscow, Kaskenkin Lug ul., 7
ник, Гётеборгский университет sity of Gothenburg
• Польская Н.А. (Россия), доктор психологических наук, профессор кафедры клиниче- • Polskaya N.A. (Russia), Doctor of Psychology, professor of the Chair of Clinical Телефоны: +7 495 610 74 01 tel. +7 495 610 74 01
ской психологии и психотерапии факультета консультативной и клинической психоло- Psychology and Psychotherapy, Department of Counseling and Clinical Psychol- 8 916 294 55 94 8 916 294 55 94
гии МГППУ ogy of MSUPE
• Поляков А.М. (Беларусь), доктор психологических наук, доцент, заведующий кафе- • Polyakov A.M. (Belarus), Doctor of Psychology, associate professor, head of the E-mail: autism@mgppu.ru E-mail: autism@mgppu.ru
дрой общей и медицинской психологии факультета философии и социальных наук, Department of General and Medical Psychology, Faculty of Philosophy & Social
Белорусский государственный университет Sciences, Belarusian State University
• Приходько О.Г. (Россия), доктор педагогических наук, профессор, директор Институ- • Prikhodko O.G. (Russia), Doctor of Education, Professor, Director of the In-
та специального образования и психологии, заведующая кафедрой логопедии, Москов- stitute of Special Education and Psychology, Head of the Department of Speech
ский городской педагогический университет (МГПУ) Therapy, Moscow City University (MCU)
• Самарина Л.В. (Россия), директор АНО ДПО «Санкт-Петербургский институт ранне- • Samarina L.V. (Russia), director of the St. Petersburg Institute for Early Interven-
го вмешательства» tion
• Стоянова И.Я. (Россия), доктор психологических наук, профессор кафедры психоте- • Stoyanova I.Y. (Russia), Doctor of Psychology, professor of the Department of
рапии и психологического консультирования, Томский государственный университет Psychotherapy and Psychological Counseling, Tomsk State University
• Туманова Т.В. (Россия), доктор педагогических наук, профессор, профессор кафедры • Tumanova T.V. (Russia), Doctor of Education, professor of the Department of
логопедии Института детства МПГУ Speech Therapy, Institute of Childhood of MSPU
• Черенева Е.А. (Россия), кандидат педагогических наук, доцент, директор Междуна- • Chereneva E.A. (Russia), PhD in Education, associate professor, director of the
родного института аутизма, Красноярский государственный педагогический универси- International Institute of Autism, Krasnoyarsk State Pedagogical University. V.P. © Московский государственный психолого- © Moscow State University
тет им. В.П. Астафьева Astafieva педагогический университет of Psychology & Education
• Шведовская А.А. (Россия), кандидат психологических наук, доцент кафедры возраст- • Shvedovskaya A.A. (Russia), PhD in Psychology, associate professor of the Chair
ной психологии факультета психологии образования МГППУ of Developmental Psychology of the Faculty of Psychology of Education of MSUPE
• Шпицберг И.Л. (Россия), руководитель по научной и методической работе Центра • Spitzberg I.L. (Russia), head of scientific and methodological work of the Reha-
реабилитации инвалидов детства "Наш Солнечный Мир» bilitation Center for Disabled Children «Our Sunny World»
• Яковлева И.М. (Россия), доктор педагогических наук, профессор, заведующая кафе- • Yakovleva I.M. (Russia), Doctor of Education, professor, head of the Department
дрой олигофренопедагогики и клинических основ специальной педагогики МГПУ of Special Education and Clinical Foundations of Special Pedagogy of MCU
АУТИЗМ
И НАРУШЕНИЯ РАЗВИТИЯ
Т. 21. № 3 — 2023
Тематический выпуск
«Исследовательские аспекты инклюзивных практик»
Тематический редактор: Алехина С.В., кандидат психологических наук
AUTISM AND DEVELOPMENTAL DISORDERS (RUSSIA)

Scientific and practical journal
Vol. 21. No 3 — 2023
Thematic Issue:
“Research Aspects of Inclusive Practices”
Thematic editor: Alekhina S.V.
Московский государственный психолого-педагогический университет

Федеральный ресурсный центр по организации комплексного сопровождения
детей с расстройствами аутистического спектра
Moscow State University of Psychology & Education
Federal Resource Center for Organization of Comprehensive Support
to Children with ASD
CONTENTS СОДЕРЖАНИЕ
THEMATIC EDITOR NOTE КОЛОНКА ТЕМАТИЧЕСКОГО РЕДАКТОРА
S.V. Alekhina 3 С.В. Алехина 3
EDUCATION & INTERVENTION METHODS МЕТОДЫ ОБУЧЕНИЯ И СОПРОВОЖДЕНИЯ

A.V. Khaustov, M.A. Shumskikh А.В. Хаустов, М.А. Шумских
Trends in the Inclusion of Children Тенденции включения детей с РАС
with ASD in the General Education System: в систему общего образования: результаты
All-Russian Monitoring Results 5 Всероссийского мониторинга 5
RESEARCH OF ASD ИССЛЕДОВАНИЯ РАС

T.V. Kuzmicheva, Yu.A. Afonkina Т.В. Кузьмичева, Ю.А. Афонькина
Parent-Teacher Interaction in the Process Взаимодействие родителей с педагогами
of Monitoring the Psychosocial Development в процессе мониторинга психосоциального
of Children with Autism Spectrum развития детей с расстройствами
Disorder 18 аутистического спектра 18
T.V. Avakyan, I.S. Konstantinova Т.В. Авакян, И.С. Константинова
The Relationship Between Level Исследование связи уровня интеллектуального
of Intelligence and Autonomy Among развития с показателями автономии
Young People with Mental Disabilities у молодых людей с ментальными
Studying Primary Professional нарушениями, обучающихся первичным
Skills in an Inclusive профессиональным навыкам
Program 27 по инклюзивной программе 27
SOCIOCULTURAL INTEGRATION СОЦИОКУЛЬТУРНАЯ ИНТЕГРАЦИЯ

& SPORTS И СПОРТ
E.A. Rudneva Е.А. Руднева
Missing Responses in Neurodiverse Отсутствие ответа в нейроразнообразном
Interaction: Case Study of an Inclusive взаимодействии: анализ случаев
Workshop 37 из инклюзивной мастерской 37
O.Yu. Svetlakova О.Ю. Светлакова
The Problem of Attitude Normally Проблема отношения нормально
Developing Adolescents to Inclusive развивающихся подростков
Health Improvement 48 к инклюзивному оздоровлению 48
CLINICAL CASE КЛИНИЧЕСКИЙ СЛУЧАЙ

O.S. Dukhanina О.С. Духанина
Application of the Video Modeling Применение метода видеомоделирования
Method for the Social Skills Formation при формировании социальных навыков
in a Child with ASD 54 у ребенка с РАС 54
EXPERT OPINION МНЕНИЕ ЭКСПЕРТА

T.N. Isaeva Т.Н. Исаева
Professional Culture of a Defectologist Формирование профессиональной
in Psychological and Pedagogical Support культуры дефектолога в процессе
and Education of Students with Autism подготовки к работе с детьми
Spectrum Disorder 62 с расстройствами аутистического спектра 62
Аутизм и нарушения развития Autism and Developmental Disorders
2023. Т. 21. № 3. С. 3—4 2023. Vol. 21, no. 3, pp. 3—4
ISSN: 1994-1617 (печатный) ISSN: 1994-1617 (print)
ISSN: 2413-4317 (online) ISSN: 2413-4317 (online)
GUEST EDITOR’S NOTE

КОЛОНКА ТЕМАТИЧЕСКОГО РЕДАКТОРА
Dear readers!
About a decade ago, when inclusive education became legally

established education category, and the official education lexicon
introduced the concept of "students with autism spectrum dis-
orders" education professionals made jokes: "If we learn how to
include children with ASD into educational environment, we will
learn to include any other students". The diversity of develop-
mental features in children with autism and the wealth of tech-
nologies for their support and education enable us to understand
diversity as a principle of inclusion, comprehend it, and learn to
work with it.
Today, practical experience has been accumulated, initial mis-
takes have been analyzed, and a portfolio of methods and tools has
been enriched. We have learned not only to discuss our results, but
also to learn from the results and mistakes of our colleagues. Most
importantly, we have learned to ask the right questions and openly
discuss them with our counterparts. The topic of inclusive educa-
tion has become a professional subject. This implies that we have
embarked on a path of exploration, discussions, and new questions
that will follow our successes.
This special issue is dedicated to the VII International Scien-
tific and Practical Conference, "Current Issues in Ensuring Conditions for Inclusive Education in the Rus-
sian Federation". This conference serves as a platform for professional discussions and inquiries. Today,
there are more questions than answers, but the path is clearly defined and necessitates exploration.
I hope that the articles presented in the journal "Autism and Developmental Disorders" will prove to be
an engaging journey for our readers!
Svetlana Alekhina,
Vice-rector for the Inclusive Education
Moscow State University of Psychology & Education
CC BY-NC
Аутизм и нарушения развития. Т. 21. № 3. 2023

Autism and Developmental Disorders (Russia). Vol. 21. No 3. 2023 3
Колонка тематическго редактора
Аутизм и нарушения развития. 2023. Т. 21. № 3. С. 3—4
Уважаемые читатели!
Лет десять назад, когда инклюзивное образование стало

законодательно утвержденной категорией, и в официальном
педагогическом словаре появилось понятие «обучающийся с
расстройством аутистического спектра», профессионалы об-
разования и специалисты сопровождения шутили: «если мы
научимся включать детей с РАС, мы научимся включать лю-
бого другого ученика». Разнообразие особенностей развития
детей с аутизмом и богатство технологий их сопровождения
и обучения позволяют нам понять разнообразие как принцип
инклюзии, понять и научиться работать с ним.
Сегодня уже накоплен практический опыт, осмыслены пер-
вые ошибки, наполнен портфель методов и инструментов. Мы
научились обсуждать не только свои результаты, но и учить-
ся на результатах и ошибках коллег. Главное, мы научились
ставить правильные вопросы и открыто обсуждать их со сво-
ими оппонентами. Тема включающего образования становит-
ся профессиональной темой. А это значит, мы встали на путь
поиска, дискуссий и новых вопросов, которые придут вслед за
успехами.
Этот номер посвящен VII Международной научно-прак-
тической конференции «Актуальные вопросы обеспечения условий инклюзивного образования в
Российской Федерации», которая всегда становится площадкой для профессиональных дискуссий
и вопросов. Сегодня их больше, чем ответов. Но путь определен, и он требует поиска.
Надеюсь, статьи, представленные в журнале «Аутизм и нарушения развития», станут для читате-
лей интересным маршрутом на этом пути!
Светлана Алехина,
проректор по инклюзивному образованию
Московского государственного психолого-педагогического университета

4 Autism and Developmental Disorders (Russia). Vol. 21. No 3. 2023
2023. Т. 21. № 3. С. 5—17 2023. Vol. 21, no. 3, pp. 5—17
DOI: https://doi.org/10.17759/autdd.2023210301 DOI: https://doi.org/10.17759/autdd.2023210301
EDUCATION & INTERVENTION METHODS

МЕТОДЫ ОБУЧЕНИЯ И СОПРОВОЖДЕНИЯ
Trends in the Inclusion of Children with ASD in the General

Education System: All-Russian Monitoring Results
Artur V. Khaustov
Moscow State University of Psychology & Education (MSUPE),
Moscow, Russia
ORCID: https://orcid.org/0000-0002-9634-9295, e-mail: arch2@mail.ru
Marina A. Shumskikh
Moscow, Russia
ORCID: https://orcid.org/0000-0002-9878-8558, e-mail: shumskihma@mgppu.ru
Objectives. To ensure the accessibility of education, taking into account the specific features of autism spectrum
disorders (ASD), a systematic approach to the creation of special conditions based on the analysis of objective
indicators of the inclusion of children with ASD in the general education environment is necessary. The trends of
inclusion of children with ASD in the general education system have been identified on the basis of the results of the
All-Russia monitoring in 2022.
Methods. Monitoring included statistical data collection, processing and analysis. A structured statistical form with
a list of the main criteria and conditions necessary for the organisation of education for children with ASD was
developed for data collection. The data were provided by the executive authorities of 85 constituent entities of the
Russian Federation that carry out state management in the sphere of education.
Results. The total number of students with ASD in 2022, as compared to 2021, increased by 17 per cent and totalled
45888 people. The share of children receiving education at different levels in the total number of children with
ASD included in the education system is as follows: at the level of early help — 2.1 per cent; preschool education —
28 per cent; primary, basic and secondary general education — 68.5 per cent; secondary and higher vocational
education — 1.5 per cent. In 56 constituent entities of the Russian Federation, 64 regional resource centres have
been established to provide support for families raising children with ASD and to train specialists working with
children and families.
Conclusions. The annual intensive growth of the number of children with ASD in the Russian education system
testifies to the accessibility of education and causes high requirements to the system of education of students in
educational organisations in accordance with the current legislation. The increase in the share of pupils with ASD
receiving inclusive education and the decrease in the share of children studying individually at home indicates
the expansion of opportunities for their inclusion in the general education system. In order to improve the quality
of education for children with ASD, it is necessary to introduce into the work of educational organisations the
Federal Adapted Educational Programmes for students with disabilities at all levels of education, as well as to train
qualified personnel.
Keywords: autism spectrum disorders (ASD), general education system, education of children with ASD, support,
regional resource centre, monitoring
Funding: The study was carried out within the framework of the Strategic Academic Leadership Programme “Priority-2030” un-
der the research project “Learning and adaptation technologies for the implementation of interdepartmental models of education
and support for children with ASD”.
CC BY-NC

Хаустов А.В., Шумских М.А.
Тенденции включения детей с РАС в систему общего образования: результаты Всероссийского мониторинга
For citation: Khaustov A.V., Schumskih M.A. Trends in the Inclusion of Children with ASD in the General Education Sys-
tem: All-Russian Monitoring Results. Autizm i narusheniya razvitiya = Autism & Developmental Disorders. 2023. Vol. 21. No 3.
Pp. 5—17. DOI: https://doi.org/10.17759/autdd.2023210301 (In Russian; abstract in English).
Тенденции включения детей с РАС в систему общего

образования: результаты Всероссийского мониторинга
Хаустов А.В.
(ФГБОУ ВО МГППУ),
г. Москва, Российская Федерация,
ORCID: https://orcid.org/0000-0002-9634-9295, e-mail: haustovav@mgppu.ru
Шумских М.А.
ORCID: https://orcid.org/0000-0002-9878-8558, e-mail: shumskihma@mgppu.ru
Актуальность и цель. Для обеспечения доступности образования, с учетом специфических особенностей, ха-
рактерных для расстройств аутистического спектра (РАС), необходим системный подход к созданию специ-
альных условий, основанный на анализе объективных показателей включенности детей с РАС в общеобра-
зовательную среду. Выявлены тенденции включения детей с РАС в систему общего образования на основе
результатов Всероссийского мониторинга 2022 года.
Методы и методики. Мониторинг включал сбор, обработку и анализ статистических данных. Для сбора дан-
ных разработана структурированная статистическая форма с перечнем основных критериев и условий, необ-
ходимых для организации образования детей с РАС. Данные предоставлены органами исполнительной власти
85 субъектов Российской Федерации, осуществляющими государственное управление в сфере образования.
Результаты. Общая численность обучающихся с РАС в 2022 году, по сравнению с 2021 годом, увеличилась на
17% и составила 45888 человек. Доля детей, получающих образование на разных уровнях, в общей численно-
сти детей с РАС, включенных в систему образования, составляет: на уровне ранней помощи — 2,1%; дошколь-
ного образования — 28%; начального, основного и среднего общего образования — 68,5%; среднего и высшего
профессионального образования — 1,5%. В 56 субъектах Российской Федерации созданы 64 региональных
ресурсных центра, осуществляющих сопровождение семей, воспитывающих детей с РАС, и подготовку специ-
алистов, работающих с детьми и семьями.
Выводы. Ежегодный интенсивный рост численности детей с РАС в российской системе образования свиде-
тельствует о доступности образования и обуславливает высокие требования к системе обучения учащихся в
образовательных организациях в соответствии с действующим законодательством. Увеличение доли учащих-
ся с РАС, получающих инклюзивное образование, и уменьшение доли детей, обучающихся индивидуально
на дому, указывает на расширение возможностей их включения в систему общего образования. В целях улуч-
шения качества образования детей с РАС необходимо внедрение в работу образовательных организаций фе-
деральных адаптированных образовательных программ для обучающихся с ограниченными возможностями
здоровья на всех уровнях образования, а также подготовка квалифицированных кадров.
Ключевые слова: расстройства аутистического спектра (РАС), система общего образования, образование де-
тей с РАС, сопровождение, региональный ресурсный центр, мониторинг
Финансирование: Исследование выполнено в рамках реализации программы стратегического академического лидерства

«Приоритет-2030» по научно-исследовательскому проекту «Технологии обучения и адаптации для реализации межведом-
ственных моделей образования и сопровождения детей с РАС».
Для цитаты: Хаустов А.В., Шумских М.А. Тенденции включения детей с РАС в систему общего образования: результаты
Всероссийского мониторинга // Аутизм и нарушения развития. 2023. Том 21. № 3. C. 5—17. DOI: https://doi.org/10.17759/
autdd.2023210301

Khaustov A.V., Schumskih M.A.
Trends in the Inclusion of Children with ASD in the General Education System: All-Russian Monitoring Results
Autism and Developmental Disorders. 2023. Vol. 21, no. 3, pp. 5—17
Introduction ent entities of the Russian Federation, on the number

of children/students with ASD attending early inter-
The problem of integrating children with autism vention services (in the education system), receiving
spectrum disorders (ASD) into the educational sys- education at the levels of preschool, primary general,
tem and educating them is one of the most acute in basic general, secondary general, secondary vocational
modern world education [21; 22]. Parents, profession- and higher education. The data on the number of stu-
als, the scientific community and state authorities in dents with ASD by forms of education and forms of
Russia pay special attention to the issue of support- education, by forms (models) of education organisa-
ing children with autism spectrum disorders. The tion at the level of preschool and general education are
educational system for children and adolescents with systematised. The data on the number of children with
autism is being intensively developed in the country. ASD who receive the assistance of psychological and
The relevance of the issue is constantly growing. This pedagogical support specialists, as well as information
is mainly due to the rapid and steady increase in the on the value of correction (adjustment) coefficients of
number of children with autistic disorders. financing established in the regions have been revealed.
Despite the resources involved, the problem of ac- Information was obtained on the presence of regional
cessibility and quality of education for people with resource centres (RRCs) in the constituent entities of
ASD in Russia and their preparation for adulthood the Russian Federation for the organisation of compre-
remains relevant [4; 18]. Systemic decisions are made hensive support for children with ASD and on the or-
by state structures [17] on the basis of the analysis of ganisations in whose structure RRCs operate.
objective data on the state of education of students
with ASD in Russia, accessibility of education, the
number of children with ASD in educational organ- Results and Discussions
isations, the conditions for their inclusion in the edu-
cation system, obtained in the course of annual moni- Dynamics of the number of students with ASD
toring. Analysing the results of monitoring allows to and the conditions for organising their
identify key trends, areas of growth, determine devel- education in Russia
opment prospects and develop recommendations and Total number of people with ASD according to the
normative documents aimed at improving the system monitoring in 2022 was 45,888 people. The monitor-
of education and support for children on the autism ing revealed a 17% increase in the number of people
spectrum [19; 20]. with ASD compared to 2021, with an increase of
6,771 people (Table 1).
In general, the number of children with ASD and
Data Collection Methods the incidence of autism spectrum disorders vary great-
ly in Russia's different regions. In comparison with
All-Russian monitoring of the state of education last year's data, the ratio of the number of persons with
of students with autism spectrum disorders (ASD) ASD by federal districts (FDs) is shown in Table 2.
is conducted annually in the constituent entities of In all federal districts there is a fairly uniform small
the Russian Federation in accordance with the form (12—18%) increase in the number of children with
developed by the Department of State Policy for the ASD in the education system. The greatest dynamics
Protection of Children's Rights of the Ministry of was revealed in the Central Federal District — 27%.
Education of the Russian Federation together with The Volga Federal District and the Siberian Federal
the Federal Resource Centre for the organisation of District added 19% and 16% respectively. This situ-
comprehensive support for children with ASD of the ation may indicate the development of a system for
Moscow State University of Psychology and Educa- identifying children at risk of developing ASD and di-
tion. Monitoring data were provided by the executive agnosing ASD in the regions of these districts, as well
authorities of 85 constituent entities of the Russian as the readiness of the constituent entities of the Rus-
Federation (RF) that carry out state administration sian Federation to include such children in the edu-
in the sphere of education. cation system. The Southern Federal District showed
During the monitoring, data were collected on the the lowest dynamics of growth in the number of chil-
total number of students with ASD in the constitu- dren with ASD, which was less than 1% compared to
Table 1
Dynamics of the number of students with ASD in Russia
Year 2017 2018 2019 2020 2021 2022
Number of children with ASD in education 15998 22953 23093 32899 39117 45888
people. people. people. people. people. people.

Table 2
Number of students with ASD by federal districts (FDs)
Federal District / Year 2018 2019 2020 2021 2022
Central FD 5175 6006 11526 13476 17216
Southern FD 3111 3215 4065 4463 4485
Northwestern FD 1262 1485 1833 2173 2451
Far Eastern FD 1201 995 1716 1803 2070
Siberian FD 2870 3339 3789 4879 5678
Ural FD 2472 2618 3260 3650 4115
Volga FD 3760 4493 5291 6449 7709
North Caucasian FD 895 942 1419 2224 2164
2021: only 22 people. The North Caucasian District, intensive development in a number of regions. Only
which showed a 50% increase in the number of chil- 39 constituent entities of the Russian Federation de-
dren with ASD in 2021, even reduced its figures by clared the existence of early help services that provide
3% in 2022. support for children at risk of developing ASD, and in
The results obtained during the monitoring and 19 of these regions the number of children receiving
their comparison with world statistics on the frequen- this service ranges from 1 to 9. In Moscow, 447 chil-
cy of autism occurrence in approximately 1 child out dren at risk of developing autism spectrum disorders
of 100 children in the general paediatric population [1; are covered by early help services (45.6% of the total
23] continue to testify to the insufficient detection of number of children receiving this service in the Rus-
children with ASD in Russia and to the uneven devel- sian Federation).
opment of the diagnostic system in different regions. Analysis of monitoring data has shown that the to-
According to the monitoring results, it was revealed tal number of children with ASD at the preschool edu-
that the uneven distribution of students with ASD by cation level is 12810, their share in the total number of
educational levels — from early help to higher profes- persons with ASD has slightly increased compared to
sional education — continues to be traced (Table 3). 2021 (by 2%) and amounts to 28%.
Among children with ASD, 980 children are cov- Compensatory groups still hold the leading posi-
ered by early intervention services in the education tion among the models of preschool education organ-
system, which is 2.1 per cent of the total number of isation: 7,232 children with ASD of preschool age re-
students with ASD in Russia; 12810 children (28 per ceive education in such groups, which is 64% of the
cent) receive educational services at the preschool total number of children with ASD at the preschool
level; 31396 (68.5 per cent) are schoolchildren study- education level (Table 4). The monitoring results for
ing at the levels of primary, basic and secondary gen- this parameter were analysed for all constituent en-
eral education; 661 (1.4 per cent) are studying at the tities of the Russian Federation except for Moscow,
level of secondary vocational education; 12 (0.026 per which did not provide its data on this indicator.
cent) are identified at the level of higher vocational According to the results of 2022, the indicator
education. The percentage ratio almost does not differ of the number of children attending groups of com-
from the monitoring results of previous years. bined type with inclusion in the resource group [16]
The low coverage of services in the education sys- increased by 40% and currently counts 886 children.
tem can be traced at the level of early help. This is pri- Their share increased from 6.2% to 7.8% of the total
marily due to the difficulties in organising the early number of children with ASD included in the pre-
help system in the Russian Federation, despite its school education system.
Table 3
Distribution of children (students) with ASD by education levels
Education Level / Year 2018 2019 2020 2021 2022
Early help 387 535 572 569 980
Pre-school education 6898 7192 8089 10152 12810
Primary general education 8460 10149 13950 19241 21937
Basic general education 4310 4750 5548 7885 9004
Secondary general education 244 238 354 422 455
Secondary vocational education 89 116 269 432 661
Higher vocational education 8 10 7 13 12

Table 4
Number of children with ASD receiving preschool education in different models
of educational organisation
Model of Educational Organisation / Year 2018 2019 2020 2021 2022*
Combination group 1869 1932 1831 2249 2624
Combination group with support for the child in a resource 187 378 278 633 886
group
Compensatory group 3986 4367 5286 6281 7232
Variant forms of preschool education 843 798 520 773 451
Individualised home-based education 162 287 174 216 120
* Without Moscow
According to the information received, the educa- is 31,396, their share in the total number of persons
tion of children with ASD according to the adapted with ASD is 68.5 per cent.
basic general education programme of preschool edu- As for the indicator of the number of children re-
cation for children with ASD (hereinafter referred to ceiving general education according to different mod-
as the ABGEP PE ASD) is carried out in all regions, els of education organisation, the analysis was carried
with the exception of the Republics of Altai, Buryatia out for all constituent entities of the Russian Federa-
and Nenets Autonomous Okrug. When children with tion, except for Moscow, which did not provide data.
ASD are included in groups of neurotypical peers or 38 per cent of schoolchildren with ASD (10362 peo-
children with other developmental disorders, their ple) study in separate remedial classes (Table 5). In
education is carried out according to the ABGEP, absolute terms and as a percentage, this indicator has
which the main contingent of these groups is taught decreased compared to 2021, even though the total
according to. number of students with ASD at the levels of primary,
In 2022, the percentage of preschoolers with ASD basic and secondary general education has increased.
who are studying under the ABGEP PE ASD was The number decreased by almost 1000 pupils, the
72 per cent of the total number of children with ASD share fell by 3%.
in this age group. In 2021 this share was 58 per cent, in Analysis of the monitoring data showed that the
2020 — 47 per cent, in 2019 only 37 per cent. Thus, there percentage of pupils with ASD attending general edu-
is a convincing dynamics of the increase in the num- cation inclusive classes was 20% (5,368 people), which
ber of children with RAS, studying under the ABGEP is 5% more than last year (15.4%). The number of chil-
PE ASD. In general, we can conclude that the Model dren with ASD studying in inclusive conditions using
Adapted Adapted Basic Educational Programme for the "Resource Class" model increased and amounted to
Preschool Education of Early Childhood and Preschool 2105 people (7.8%), but there was no increase in their
Children with Autism Spectrum Disorders developed share compared to last year, which indicates a number
and approved (22.03.2022) in Russia has allowed the of difficulties in introducing such a model — regulatory,
majority of Russian organisations to develop their edu- legal, organisational, personnel, and financial.
cational programmes that take into account the special Noteworthy is the fact that the absolute number
needs of children with ASD. This trend is likely to be of students for whom education is organised in the
strengthened with the adoption of the Federal Adapted format of individual education at home has decreased;
Educational Programme of Preschool Education for the share, despite the dynamics of growth in the total
Students with Disabilities [12; 15]. number, has decreased by 2%.
The total number of children with ASD at the lev- A slight increase in the share of pupils with ASD
els of primary, basic and secondary general education receiving inclusive education and a decrease in the
Table 5
Number of children receiving primary, basic and secondary general education under different
models of education organisation
Model of Education Organisation / Year 2018 2019 2020 2021 2022*
General education (inclusive) class 2118 2370 3016 4244 5368
Inclusive class with support for the child in a resource 529 758 1402 2081 2105
class
Separate (remedial) class 5461 6767 8103 11354 10362
Individualised home-based education 5138 5944 7331 9870 9172
* Without Moscow

share of children studying individually at home, nev- ties at all levels of general education, which set stan-
ertheless, indicates the expansion of opportunities for dard requirements for the educational activities of
inclusion of children in general education system. general education institutions [3; 8; 9; 14].
Monitoring data indicate that the share of school- The rate of inclusion of children with ASD in a
children for whom an adapted basic general educa- full-time education format that meets their special
tion programme (hereinafter referred to as ABGEP) educational needs has increased compared to the last
for students with ASD has been developed is 58%; in year 2021 from 90 per cent to 92 per cent of the total
2021, this indicator was 54%. In 2022, 42% of pupils number of students with ASD (Table 6).
with ASD were trained under other programmes, in- However, it can be assumed that the majority of
cluding ABGEP for students with severe speech dis- children receiving education at home (Table 5) are
orders, mental retardation, mental retardation (intel- included in statistical reporting as full-time students.
lectual disabilities), severe multiple developmental This indicates that despite the formal classification of
disorders. a child as a full-time student, in reality his/her sociali-
Despite the expressed positive dynamics compared sation needs are not met, because he/she does not at-
to 2021, this result is evidence of a significant deficit tend school [10].
in the system of education for people with ASD. The The number of students enrolled in secondary vo-
lack of specific ABGEPs developed and implemented cational education (SVE) programmes increased from
in educational organisations for students with ASD 432 in 2021 to 661 in 2022. Their share in the total
when they are included in a group of peers with other number of people with ASD remained at the level of
developmental disabilities indicates that their special 2021 and currently stands at 1.4 per cent. The number
educational needs are not taken into account. This sit- of regions involved in this work has increased — from
uation may be due to the fact that specialists working 37 in 2021 to 49 in 2022, but this service is received
in "heterogeneous" classes do not know the technolo- (according to the data of the executive authorities of
gies of individualisation of educational programmes, the constituent entities of the Russian Federation,
which allow implementing different variants of AB- carrying out state management in the sphere of educa-
GEP in the conditions of one class. Pupils in grades tion) from 1 to 10 people in the region. The best in-
5—9, for whom there is no separate FSES for students dicator is noted in Moscow: in 2022, the share of stu-
with disabilities, are at particular risk. Pupils with dents at the level of SVE was 6% of the total number
ASD at this age are taught according to the FSES of of students with ASD in this region. It should also be
basic general education together with neurotypical noted that, for example, the Tula region successfully
peers or according to the FSES of students with men- confirms its systematic work in the field of organis-
tal retardation (intellectual disabilities). ing training for people with ASD at the SVET level:
The presented picture is typical for most regions, 21 learners in 2020, 20 — in 2021, 25 — in 2022, which
statistically significant differences at the level of RF is about 4% of the total number of persons with ASD
subjects are not observed. However, it should be not- identified in the region. Also, the Smolensk and Sara-
ed that only 3 regions out of 85 that took part in the tov regions stated that about 4% of students from the
monitoring stated the complete absence of ABGEPs total number of students with ASD receive education
for learners with ASD. These are Kalmykia, Nenets at the SVE level [2].
Autonomous Okrug and St. Petersburg. While for
the first two regions this can be justified due to their Provision of students with ASD with specialists
geographical peculiarities and rather small number of As a result of analysing the monitoring data, it
identified pupils with ASD (22 and 1 respectively), was revealed that the staffing problem of providing
for St. Petersburg this situation is extraordinary. students with ASD with specialists remains relevant
The prospects for positive changes in this situation (Tables 7, 8). In 2021, there were positive changes in
are high due to the approval of the Federal Adapted the situation with the provision of children with ASD
Educational Programmes for students with disabili- with the help of psychological and pedagogical sup-
Table 6
Number of students with ASD by forms of education
Year / Form of Education Full-time On-site and off-site Part-time Outside the organisation
2018 18114 1459 637 305
2019 20023 2079 720 324
2020 25801 1885 694 413
2021 34952 2625 1024 516
2022 42588 1787 841 602

port specialists. However, in 2022, the staffing system The increase in the number of pupils with ASD cov-
was unable to respond quickly to the growing num- ered by tutor support by 4,276 people did not change
ber of students with ASD by increasing the number of the situation in percentage terms as compared to the
specialists. In 2021, 98% of students with ASD (38470 previous year and amounted to 37% (in 2021 — less
out of 39117) received the necessary psychological than 33%) of the total number of pupils with ASD.
support, in 2022 this indicator decreased by 14 points The problem of organising tutor support remains topi-
to 84% (38503 already out of 45888). The growth cal, but there is an important trend of increasing the
of the total number of children with RAS in 2022 as share of children provided with tutor support.
compared to 2021 by 17% entailed a disproportion- The state of affairs in the Russian Federation with
ate decrease in the volume of psychological assistance. regard to persons with ASD receiving support from
The dynamics of provision with specialists during the an assistant-assistant has not changed dramatically in
last years can be traced in Tables 7 and 8. 2022, which reflects the low demand for the services of
A similar situation occurred with the provision of this specialist among persons with ASD.
the need for social pedagogues. The negative effect in Thus, the process of educating people with ASD is
percentage terms was reinforced by a decrease in ab- understaffed. Difficulties in organising support are re-
solute values. In 2022, only 56% (25888) of students lated, among other things, to the low level of training
with ASD received support from social pedagogues, of specialists. The results of the monitoring showed
while in 2021, almost 70% (27116) of children with that more than 34448 teachers of various specialities
ASD were provided with their assistance. working with persons with ASD need to undergo rel-
In absolute terms, the number of children receiving evant professional development courses in their areas
services of a defectologist increased — by 4655 people, of activity.
but in percentage terms remained at the level of 2021,
which is 66%. This confirms the need to train young Financial conditions for the education
specialists on the developed in 2021 exemplary Basic of students with ASD
educational programme of higher education direction In order to identify the amount of financial support
"Special (defectology) education" (bachelor's degree for the creation of necessary special educational condi-
level), training profile "Education and psychological tions for students with ASD, the monitoring includes
and pedagogical support of students with autism spec- the parameter of availability in the subjects of correc-
trum disorders". tion (adjustment) coefficients of per capita financing
Approximately the same dynamics (a 1% de- of education of students with ASD by categories: for
crease) is observed in terms of receiving speech ther- those who have the status of disabled and for those
apy for children with ASD. In 2022, 73% of students who have the status of a disabled child.
(33699 people) will receive speech therapy, last year The monitoring results showed a wide variation in
this indicator was 74% (28913 people). the established correction (adjustment) coefficients
Table 7
Number of children with ASD receiving support from specialists
(provision of students with ASD with specialists)
Specialist / Year 2018 2019 2020 2021 2022
Educational psychologist 14940 18532 23341 38470 38503
Teacher-defectologist 9926 11904 16136 25789 30444
Teacher-speech therapist 12352 14914 19137 28913 33699
Social pedagogue 8738 10443 13113 27116 25888
Tutor 1926 2999 5453 12864 17140
Assistant 700 925 1722 1725 2094
Table 8
Proportion of children with ASD receiving specialist support, in dynamics
Specialist / Year 2018 2019 2020 2021 2022
Educational psychologist 65% 80% 80% 98% 84%
Teacher-defectologist 43% 52% 55% 66% 66%
Teacher-speech therapist 54% 65% 66% 74% 73%
Social pedagogue 38% 45% 45% 70% 56%
Tutor 8,50% 13% 19% 33% 37%
Assistant 3% 4% 5% 4% 5%

across the country. Most regions have established co- the majority — 30 RRCs — are organised on the basis
efficients ranging from 0.1 to 4 or fixed additional pay- of Centres for psychological, pedagogical, medical and
ments to teachers' salaries. social assistance. There are centres established on the
In 2022, 17 regions out of 85 reported the absence basis of general education and special (correctional)
of correction (adjustment) coefficients for financing schools — 5 and 17 RRCs respectively. Three RRCs
the education of students with ASD in the subject, in continue to operate on the basis of institutions of
2021 there were 12 such regions. The reasons for the higher and secondary vocational education.
decrease in indicators are not clear. This may be both Six RRCs have been established in Russia on the
a consequence of the regions' lack of opportunities for basis of social protection organisations. In Astrakhan
additional funding to support children with disabili- and Novgorod Oblasts such a centre is the only one in
ties and statistical errors. the region. In other cases, there is one more RRC in
The monitoring did not reveal any connection be- the region, created within the structure of the educa-
tween the availability of funding coefficients in the tional organisation — in Volgograd, Novosibirsk and
region (or even an increased coefficient) and the pro- Ulyanovsk Oblasts.
vision of specialists. The Belgorod Oblast, having no In 7 regions of Russia there are not one, but sev-
correction (adjustment) coefficient for financing the eral RRCs. For example, in Nizhny Novgorod Oblast
education of students with ASD, shows almost 100% 3 RRCs were established on the basis of organisations
provision with psychological and pedagogical support of three key departments: education, social protection,
specialists. At the same time, the regions of the Far and health care. In Samara Oblast, 3 RRCs have been
Eastern Federal District — Primorsky Krai with a co- established only in educational organisations.
efficient of 2; the Republic of Sakha (Yakutia) with a RRCs established on the basis of health care organ-
coefficient of 13.03 in preschool education and 5.2 in isations remained only in Nizhny Novgorod Oblast. In
primary school; Sakhalin with a coefficient from 4.89 the Republic of Buryatia, in 2021, the functions of the
to 3.15, depending on the level of education — can RRC for children with disabilities were assigned to
provide specialists for only about 49-55% of students the early intervention service at the city polyclinic,
with ASD in their region. and in 2022 — to the Centre for Comprehensive Reha-
Thus, in addition to the introduction of correction bilitation and Habilitation of Children with Disabili-
(adjusting) coefficients of financing in accordance ties already in the education system.
with the Approximate Methodology [11] and the The list of RRCs in 2022 does not include the RRC
toolkit for determining the normative costs of provid- established on the basis of NPOs in Kalmykia: RNO of
ing state (municipal) services for the implementation assistance and support to families with autistic chil-
of adapted basic educational programmes, regional ex- dren in the Republic of Kalmykia "Tengrin Edsta"
ecutive authorities of the constituent entities of the ("Marked by the Sky"), which was declared in the
Russian Federation need to ensure the targeted use of 2021 monitoring. In 2022, the Republic of Kalmykia
funds additionally allocated to educational organiza- did not provide information on the existence of RRCs
tions for the organization of quality psychological and in its region.
pedagogical support and training in the form of educa- Every year the Republic of Tatarstan changes the
tional programmes. information about RRCs in the region during moni-
torings. This year the absence of RRCs was declared,
Resource support for the system of education despite the actively developing system of assistance to
and support for children with ASD children with ASD.
at the regional level The Far Eastern Federal District is poorly repre-
During the monitoring we analysed data on the sented by established RRCs: only 3 out of 9 regions
presence of regional resource centres in the constitu- have them. The success of the RRC in Khabarovsk
ent entities of the Russian Federation for the organisa- Krai (there are 281 students with ASD in the re-
tion of comprehensive support for children with ASD, gion), supported by the advisory and methodologi-
which perform coordinating functions in the regions cal assistance of the Federal Resource Centre for
in this area of work and influence the inclusion of chil- the organisation of comprehensive support for chil-
dren with ASD in the education system, the quality of dren with autism spectrum disorders of the Moscow
assistance provided and, as a consequence, the statisti- State University of Psychology and Education, has
cal indicators. been noted.
The situation with regional resource centres de- In Primorsky Krai, Amur Oblast, Sakhalin, Ka-
velopment varies from region to region. During mchatka, Magadan — in the regions where 828, 127,
2022 monitoring, 56 constituent entities of the Rus- 295, 206, 93 students with ASD have been identified
sian Federation (52 in 2021) declared the existence respectively, the conditions for resource support of
of one or more RRCs in the region. According to the the system of education and support for persons with
regions, a total of 64 RRCs operate in Russia, of which ASD have not been created.

In Moscow Oblast, RRC has not been formally es- — Increase in the share of pupils with ASD for
tablished, but two institutions are mentioned — the whom ABGEPs for primary and basic general educa-
Scientific and Methodological Centre for Support- tion have been developed and applied by 4 per cent
ing the Education of Children with Disabilities of the compared to 2021.
Institute for Educational Development of the State — A slight increase in the share of pupils with ASD
Budget Educational Institution of Higher Education receiving inclusive education and a decrease in the
of Moscow Oblast "Academy of Social Management" share of children studying individually at home, indi-
and the State Institution of General Education "Re- cating an increase in opportunities for their inclusion
gional Centre for Diagnostics, Education and Cor- in the general education system.
rection", which are "entrusted with the functions of The analysis revealed the following problem areas:
RRC for the organisation of comprehensive support — Insufficient detection of ASD, uneven develop-
for children with ASD". ment of the diagnostic and statistical system in differ-
Analysis of the situation regarding the regional re- ent regions.
source centres' development in Russia shows that the — Minimum coverage of services in the education
issue of establishing a network of such centres in ac- system at the level of early help, secondary general
cordance with the Methodological Recommendations and vocational education.
of the Ministry of Education and Science of the Rus- — The share of schoolchildren for whom education-
sian Federation "Organisation of the regional resource al organisations have developed ABGEPs for learners
centre's activity on the organisation of comprehensive with ASD is only 58%, which is a significant deficit in
support for children with autism spectrum disorders" the system of education for learners with ASD. The
[5] remains very relevant. At present, no RRCs have absence of specific ABGEPs developed and imple-
been established in 29 regions. Existing centres face mented in educational organisations for students with
various organisational barriers, lack of human and ASD when they are included in the group of neuro-
financial resources, difficulties in interdepartmental typical peers and students with other developmental
and network interaction. Many families and special- disabilities indicates that their special educational
ists from different regions do not receive the necessary needs are not taken into consideration.
accompaniment and support. — Insufficient provision of students with ASD with
Thus, many RRCs still need consulting and method- the support of psychological and pedagogical support
ological support from the Federal Resource Centre for specialists included in the process of education of chil-
the organisation of comprehensive support for children dren with ASD.
with ASD of the Moscow State University of Psychol- — Lack of a model of regional resource centres for
ogy and Education (MSUPE), as well as in the imple- children with ASD in many regions, whose task is to
mentation of network projects aimed at developing a provide targeted support to families and resource sup-
system of support for children with ASD and inclusion port to specialists from educational and other organ-
of children with ASD in general education system. isations.
The most relevant activities aimed at developing
regional systems of support for persons with ASD, ac-
Summary and Conclusions cording to the Monitoring results, are:
— Introduction into the work of regional health
The analysis of All-Russian monitoring results care organisations of modern screening and diagnostic
made it possible to identify the main trends, oppor- tools aimed at identifying children at risk of develop-
tunities and deficits of inclusion of children and ado- ing ASD and at diagnosing ASD and included in the
lescents with ASD in general education system and to Clinical Recommendations of the Ministry of Health of
determine promising directions in the development of the Russian Federation "Autism Spectrum Disorders:
the system of support for children with ASD in Russia, Diagnosis, Treatment, Rehabilitation, Prevention" [7].
which are relevant at this stage. — Introduction of Federal adapted educational pro-
In 2022, compared to 2021, a positive trend has grammes of preschool, primary, basic general education
been identified for the following indicators: for students with disabilities into the work of general
— Increase in the number of students with ASD education institutions in order to maximally take into
compared to 2021 by 17 per cent; the increment was account the special educational needs and ensure qual-
6,771 people. ity education of children with ASD [12; 13; 14].
— Increase in the number and proportion (by 14%) — Introduction at the regional and municipal lev-
of preschoolers with ASD studying under the AB- els of inclusive educational models, technologies and
GEP of preschool education for children with ASD, practices that promote the inclusion of children with
compared to 2021, which indicates that their special ASD in the general education system [3].
educational needs are taken into account in the edu- — Organisation of staff training in pedagogical
cational process. higher education institutions in accordance with

the developed in 2021 exemplary educational provision of state (municipal) services for the implemen-
gramme, direction "Special (defectological) edu- tation of adapted basic educational programmes" in
cation" (bachelor's degree level), training profile order to create special educational conditions for stu-
"Education and psychological and pedagogical dents with ASD [6].
support of students with autism spectrum disor- — Organisation of network interaction between
ders". the MSUPE FRC and the RRC, as well as the RRC
— Introduction in the Russian Federation subjects with other regional organisations providing support
of the "Methodology of normative costs for the pro- and education for children with ASD.
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деятельности по основным общеобразовательным программам — образовательным программам начального
общего, основного общего и среднего общего образования [Электронный ресурс] / Министерство просвещения
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View/0001202301270036 (дата обращения: 14.09.2023).
начального общего образования для обучающихся с ограниченными возможностями здоровья [Электронный
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ru/Document/View/0001202212280044 (дата обращения: 14.09.2023).
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деятельности по основным общеобразовательным программам — образовательным программам дошкольного
образования [Электронный ресурс] / Министерство просвещения РФ. Москва, 2020. 13 с. URL: http://publication.
17. Распоряжение от 18.12.2021 № 3711-р [Об утверждении Концепции развития в РФ системы комплексной
реабилитации и абилитации инвалидов, в том числе детей-инвалидов, на период до 2025 года] [Электронный

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DOI:10.1111/1471-3802.12424
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23. Zeidan J, Fombonne E., Scorah J. et al. Global prevalence of autism: A systematic review update // Autism Research. 2022.
Vol. 15. № 5. Pp. 778—790. DOI:10.1002/aur.2696
Information about the authors

Artur V. Khaustov, PhD in Education, Director of the Federal Resource Center for Organization of Comprehensive Support to
Children with Autism Spectrum Disorders, Moscow State University of Psychology & Education, Moscow, Russia, ORCID:
https://orcid.org/0000-0002-9634-9295, e-mail: haustovav@mgppu.ru
Marina A. Schumskikh, PhD in Education, Deputy Director of the Federal Resource Center for Organization of Comprehensive
Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology & Education, Moscow, Russia,
ORCID https://orcid.org/0000-0002-9878-8558, e-mail: shumskihma@mgppu.ru
Информация об авторах
Хаустов Артур Валерьевич, кандидат педагогических наук, директор Федерального ресурсного центра по организации
комплексного сопровождения детей с расстройствами аутистического спектра Московского государственного психолого-
педагогического университета (ФГБОУ ВО МГППУ), г. Москва, Российская Федерация, ORCID: https://orcid.org/0000-
0002-9634-9295, e-mail: haustovav@mgppu.ru
Шумских Марина Алексеевна, кандидат педагогических наук, заместитель директора Федерального ресурсного центра по
организации комплексного сопровождения детей с расстройствами аутистического спектра Московского государственно-
го психолого-педагогического университета (ФГБОУ ВО МГППУ), г. Москва, Российская Федерация, ORCID https://
orcid.org/0000-0002-9878- 8558, e-mail: shumskihma@mgppu.ru
Получена 18.09.2023 Received 18.09.2023

Принята в печать 25.09.2023 Accepted 25.09.2023

2023. Т. 21. № 3. С. 18—26 2023. Vol. 21, no. 3, pp. 18—26
RESEARCH OF ASD
ИССЛЕДОВАНИЯ РАС
Parent-Teacher Interaction in the Process of Monitoring

the Psychosocial Development of Children with Autism
Spectrum Disorder
Tatiana V. Kuzmicheva
Murmansk Arctic University,
Murmansk, Russia,
ORCID: https://orcid.org/0000-0003-0210-798X, tvkuzmicheva@gmail.com
Yuliya A. Afonkina
Murmansk Arctic University,
Murmansk, Russia,
ORCID: https://orcid.org/0000-0003-4147-0634, e-mail: julia3141@rambler.ru
Objectives. Contemporary inclusive education practices for children with Autism Spectrum Disorder (ASD) present
a series of challenges related to involving parents in the educational process. One effective tool for timely adjustments
to the content and organization of the educational process for children with ASD, ensuring its individualization, is
the interaction between teachers and parents during the monitoring of a child’s psychosocial development. The aim
of the research presented in this article is to identify the characteristics of parent-teacher interaction in the process
of monitoring the individual psychosocial development of students with ASD and to determine the conditions and
methods for optimizing such interaction.
Methods. The study employed parental questionnaires based on a developed questionnaire and an expert dialogue
methodology with parents. The sample consisted of nine parents of 7—8-year-old children with ASD who are enrolled
in a resource classroom.
Results. have shown that in the interaction between parents and educators during the monitoring process, non-pro-
ductive types predominate. These non-productive types are characterized by excessive control over the educational
process, the absolute reliance on one’s own knowledge, the delegation of responsibility to educators while seeking
to influence the educational process, and the demand for rapid positive changes in the child’s educational outcomes.
Productive interaction, on the other hand, is characterized by openness to sharing information about the child’s
unique characteristics, trust, and a shared sense of responsibility. Based on the obtained results, psychological and
pedagogical conditions for involving parents in the study of the psychosocial development of children with ASD have
been identified, in accordance with the monitoring stages. As a means of optimizing the interaction between parents
and educators, joint monitoring practices have been proposed and tested.
Conclusions. Drawing from established approaches in corrective pedagogy and psychology, as well as the synthesis of
empirical research results, this article provides a rationale for the psychological and pedagogical conditions necessary
to involve parents in the study of a child’s psychosocial development with ASD. These conditions lay the foundation
for meaningful and productive collaboration between parents and educators.
Keywords: inclusive education, parents of children with Autism Spectrum Disorder (ASD), monitoring of psychosocial
development, interaction between parents and teachers, productive and non-productive interaction types
For citation: Kuzmicheva T.V., Afonkina Yu.A. Parent-Teacher Interaction in the Process of Monitoring the Psychosocial Devel-
opment of Children with Autism Spectrum Disorder. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2023.
Vol. 21, no. 3, pp. 18—26. DOI: https://doi.org/10.17759/autdd.2023210302 (In Russian; abstract in English).
CC BY-NC

Kuzmicheva T.V., Afonkina Yu.A. Parent-Teacher Interaction in the Process of Monitoring
the Psychosocial Development of Children with Autism Spectrum Disorder
Взаимодействие родителей с педагогами в процессе

мониторинга психосоциального развития детей с расстройствами
аутистического спектра
Кузьмичева Т.В.
Мурманский арктический университет (ФГАОУ ВО «МАУ»),
г. Мурманск, Российская Федерация
ORCID: 0000-0003-0210-798X, e-mail: tvkuzmicheva@gmail.com
Афонькина Ю.А.
Мурманский арктический университет (ФГАОУ ВО «МАУ»),
г. Мурманск, Российская Федерация
ORCID: 0000-0003-4147-0634, e-mail: julia3141@rambler.ru
Актуальность и цель. Современная инклюзивная практика образования детей с расстройствами аутистиче-
ского спектра (РАС) обуславливает вовлечение родителей в образовательный процесс. Одним из эффектив-
ных инструментов построения и корректировки образовательного процесса, который обеспечивает его инди-
видуализацию, является взаимодействие педагогов с родителями в ходе мониторинга развития детей. Цель
эмпирического исследования — выявление характеристик взаимодействия родителей с педагогами в процессе
мониторинга индивидуального психосоциального развития обучающихся с РАС для определения условий и
способов оптимизации такого взаимодействия.
Методы и методики. Проведено анкетирование родителей по специально разработанной анкете, применялась
авторская методика диалога эксперта с родителями. В работе приняли участие 9 родителей, имеющих детей с
РАС 7—8 лет, которые обучаются в ресурсном классе.
Результаты. Выявлено, что в процессе мониторинга преобладают непродуктивные типы взаимодействия ро-
дителей с педагогами, характеризуемые родительским сверхконтролем за образовательным процессом и абсо-
лютизацией собственных знаний; делегированием ответственности педагогам при стремлении влиять на об-
разовательный процесс; необоснованными требованиями родителей быстрых образовательных результатов
от ребенка. Продуктивный тип взаимодействия проявляется в открытости к обмену информацией об особен-
ностях ребенка, в доверии, в стремлении разделить ответственность.
Выводы. На основе сложившихся в коррекционной педагогике и психологии подходов и полученных результа-
тов определены психолого-педагогические условия вовлечения родителей в изучение психосоциального разви-
тия детей с РАС в соответствии с этапами мониторинга: открытость информационного обмена; согласованность
в оценке информации; общее понимание значимости образовательных целей. Для оптимизации взаимодействия
родителей и педагогов предложены и апробированы совместные мониторинговые практики. Планируется из-
учение характеристик процесса взаимодействия педагогов с родителями, воспитывающими детей с РАС, в ходе
мониторинга психосоциального развития детей на уровнях дошкольного и основного общего образования.
Ключевые слова: инклюзивное образование; родители детей с расстройствами аутистического спектра (РАС);
мониторинг психосоциального развития ребенка; взаимодействие родителей и педагогов; продуктивный и не-
продуктивный типы взаимодействия
Для цитаты: Кузьмичева Т.В., Афонькина Ю.А. Взаимодействие родителей с педагогами в процессе мониторинга психосо-
циального развития детей с расстройствами аутистического спектра // Аутизм и нарушения развития. 2023. Том 21. № 3.
C. 18—26. DOI: https://doi.org/10.17759/autdd.2023210302
Introduction of difficulties is the active interaction between parents

and teachers in the individualised process of educa-
When planning and adjusting the inclusive education and upbringing, which involves the construction
tional process of students with disabilities, the support of variable educational trajectories. However, such in-
and active participation of all educational environ- teraction is almost the most problematic and contra-
ment subjects are important, taking into account chil- dictory moment that creates barriers to the inclusion
dren’s educational needs [1]. Significant difficulties of students with ASD in the educational process.
arise when including children with autism spectrum In domestic researchers’ works, the main problems
disorders (ASD) in the system of inclusive education in families of children with ASD, along with the diffi-
[5; 12]. One of the factors influencing the overcoming culties of receiving special assistance, self-realisation,

Кузьмичева Т.В., Афонькина Ю.А. Взаимодействие родителей с педагогами в процессе мониторинга
психосоциального развития детей с расстройствами аутистического спектра
and arranging employment, are identified as parenting es, the realisation of which will make it possible to en-
problems due to the expressed specificity of children’s rich the pupil’s educational potential.
development and behaviour [9;10; 11]. In addition, The importance of joint parent-teacher monitoring
parents of children with ASD, being highly active in practices is indicated by established approaches and
the search for information about autism, communicat- the results of modern research. For example, numer-
ing in social networks, at the same time are often criti- ous barriers that reduce parental satisfaction with the
cal of the opinions of specialists and distance them- process of diagnosis and post-diagnostic support have
selves from communication with them [5]. In addition, been identified based on the study of the opinions of
parents’ perceptions of the developmental problems of parents raising children with ASD [16]. According to
a child with ASD are characterised by contradictions O.S. Nikolskaya, parents of children with ASD need
and inconsistency with the opinions of specialists. information that will help them to understand what is
Thus, S.A. Morozov, S.S. Morozova and T.I. Morozo- going on, to identify the child’s difficulties and ways
va show that parents pay attention to speech disorders of overcoming them, and to adequately evaluate the
to a greater extent than specialists and significantly success of what they’re doing [11]. E.R. Baenskaya
underestimate the manifestations of intellectual dis- mentions as one of the directions of support for par-
ability in children [8]. Parental errors in the education ents of children with ASD the specialists’ assistance
of a child with ASD are a natural consequence of the in assessing changes in the child’s condition and using
above problems [13]. his/her achievements in the course of constant discus-
The foreign scientists’ works also reflect the as- sion with specialists about the changes that are tak-
pects of interaction between parents of children with ing place [4]. O.S. Arshatskaya’s work [2] presents the
ASD and teachers. The solution of pupils’ problems process of psychological support of a child with ASD
is associated with the effectiveness of their commu- through the stages of joint work of specialists and par-
nication. Thus, emphasis is placed on communicative ents. T.V. Kuzmicheva’s research shows that the in-
barriers, the authors consider the discussion in the teraction of teachers of different profiles in the course
parent-teacher dyad of difficulties faced by the child of joint monitoring of a child’s individual psychosocial
in the family environment and at school as a way to development, aimed at obtaining, clarifying and inter-
eliminate them. Such discussions have a positive ef- preting data on the peculiarities of his development,
fect on expanding adults’ appropriate behavioural allows teachers to translate the collegial results of the
repertoire [14]. In the context of this discussion, it is study into the practice of teaching and educating the
of interest to note that research has shown, based on child [6; 7].
parent-teacher surveys, that children with autism are The empirical study presented in this paper aims
less socially engaged at school than at home [15]. The at identifying characteristics of parent-teacher col-
solution to this problem could be the subject of adult laboration in monitoring psychosocial development
interaction and create conditions for overcoming ex- of children with ASD, at determining conditions and
isting communication barriers. ways of improving such collaboration.
These factors determine the need to resolve sig-
nificant difficulties of including parents of children
with ASD in interaction with teachers, which can Methods
be achieved, in our opinion, by involving parents in
monitoring students’ psychosocial development im- Research programme
plemented by teachers. Nine mothers with children 7—8 years old with
The learning activities of children with ASD are ASD participated in the study. The families are com-
accompanied by numerous difficulties related to the plete. The age of the mothers ranged from 34 to 43
specifics of their motor development, emotional-voli- years old. Two people had higher education, two more
tional sphere, behaviour, verbal and non-verbal com- had secondary vocational education, and three partic-
munication, the identification and interpretation of ipants of the study had secondary general education.
which by a teacher requires complex and long-term All mothers attended classes, regularly participated in
interaction with parents. The marked heterogene- meetings of the psychological-pedagogical consilium.
ity in the composition of students with ASD causes Before entering school, children received preschool
differences in educational needs, taking into account education in compensatory groups, and at the time of
which educational routes should be differentiated and the study they were studying in a resource class.
which educational and educational conditions should The study was conducted throughout the 2022—
be created according to them. 2023 academic year in the following phases.
In such cases, the purpose of monitoring is to build First stage. Using the developed questionnaire and
a holistic picture of the development of a child with the proposed methodology of expert-parent dialogue,
ASD, objectively revealing both his/her deficits and we determined the characteristics of interaction be-
internal (psychological) and external (social) resourc- tween parents and teachers in the process of clarifying

the monitoring data on the peculiarities of psychoso- child’s psychosocial development in the educational
cial development of children with ASD obtained by process and the need to achieve the unity of pedagogi-
specialists of different profiles. cal approaches and educational practices.
The questionnaire included blocks of questions The second stage. Based on the data obtained dur-
reflecting the parents’ opinion on the completeness ing the dialogue between parents and the expert, psy-
of taking into account the child’s individual charac- chological and pedagogical conditions were developed
teristics in the educational process; on the adaptation to optimize their interaction with teachers in the pro-
of educational process components to the child’s pe- cess of studying the peculiarities of children’s psycho-
culiarities; on parents’ awareness of the special condi- social development and appropriate monitoring prac-
tions created; on parents’ involvement in the educa- tices were designed.
tional process and their satisfaction with the created Third stage. The developments were tested and
educational environment. When filling in the ques- their effectiveness was verified using the methods of
tionnaire form, parents were offered to choose answer expert-parent dialogue and interviews used at the ini-
options or indicate “other”. tial stage.
The dialogue between the expert and the parent All parents participated in phases of the study
involved the latter freely expressing his/her opin- within the same timeframe.
ion based on reflection of his/her own experience,
in the course of which his/her perceptions, expec-
tations and experiences are objectified. The expert Results
offered an instruction that served as a starting point
for the dialogue: “It is believed that a common un- Let us present the main results obtained in the
derstanding of the facts of the child’s behaviour by course of the questionnaire. Thus, five parents noted
teachers and parents is the key to successful educa- that their child’s individual characteristics are tak-
tion and upbringing. Tell me, what is your opinion en into account in the educational process “in most
on this?”. Next, the parent and the expert watched cases” and four more noted that they are taken into
a video fragment of the lesson. All video clips were account occasionally. Among the ways of adapt-
made with the parents’ consent and reflected their ing the educational environment for the child, all
child’s behaviour in a regulated learning situation. parents noted the following: adaptation of the en-
The parent was asked to make suggestions on ways vironment and space, availability of an adapted pro-
to address the behaviour of the child seen in the les- gramme, classes with different specialists. Seven of
son. In the course of the dialogue, the parents were the respondents pointed out the teacher’s assistance
encouraged to reason with the help of empathic lis- to the child during the lesson, but only four people
tening techniques — paraphrases, clarifying ques- noted the teachers’ effective use of special methods
tions, pauses, paradoxical interpretations, etc. The and technologies in the educational process, which
dialogue ended with the expert’s recommendations. allowed their children to become more successful.
The dialogue ended with the expert’s recommenda- Eight parents’ answers showed that they are not
tions on how to optimize the ways of taking into sufficiently involved in the development of an indi-
account the child’s peculiarities in the educational vidual approach to the organisation of their child’s
situation. The experts were teachers of the Depart- education and upbringing. Four survey participants
ment of Psychology and Correctional Pedagogy at are sufficiently informed about the organisation of
Murmansk Arctic University (MAU) with appro- special conditions at school, the rest are not suffi-
priate qualifications. The duration of the dialogues ciently informed. Five people noted low awareness
ranged from 60 to 90 minutes. about creation of special conditions that would take
Analysis of parents’ statements during the dia- into account the peculiarities of their child. Six par-
logues was conducted from the point of view of the ents consider themselves fully involved in the edu-
following criteria: trust in the teachers’ opinion re- cational process. Two of the respondents indicated
flecting the specifics of the child’s psychosocial devel- that the psychological and pedagogical conditions
opment; parent’s criticality to their ideas about the are fully comfortable for their child, while the rest of
child’s developmental peculiarities; desire to clarify the questionnaire participants found the conditions
knowledge about the child’s peculiarities in the pro- insufficiently comfortable. Also, two parents are fully
cess of interaction with teachers, to expand the expe- satisfied with the organisation of their children’s ed-
rience of interaction; understanding of the need for ucation at school, two more people are not fully sat-
interaction with teachers in determining the possibili- isfied, and five survey participants are not satisfied.
ties and ways of taking into account the peculiarities Analysis of parents’ statements in the process of
of the child’s psychosocial development in his/her dialogue with the expert showed that only two of
education and upbringing; awareness of the responsi- them expressed trust in the teachers’ opinion regard-
bility for taking into account the peculiarities of the ing the specifics of the child’s psychosocial develop-

ment, which is manifested in his/her behaviour in In the process of dialogues with the expert it was
educational situations. Six parents were uncritical of revealed that all the participants of the study have
their ideas about such specifics: they believe that the negative experience of child’s education, formed at
knowledge they have about the child is sufficient for the stage of preschool education. In the opinion of all
choosing effective methods of managing his/her activ- parents participating in the study, such experience is
ity, are extremely critical of the teacher’s opinion and determined by insufficient qualification of teachers in
seek, in a certain sense, to impose their view on him/ the issue of creating special educational conditions for
her. Seven people did not express their understanding a child with ASD, their untimely introduction, social
of the need to interact with teachers in order to deter- rejection of the child by teachers, peers or their par-
mine the most accurate ways of taking into account ents. Eight out of nine respondents noted the insuf-
the child’s developmental characteristics in his/her ficient amount of special assistance provided to their
education and upbringing, and at the same time del- child. Similar data were obtained by S.S. Morozova,
egated to the teacher the responsibility for the child’s N.V. Tarasova and S.G. Chigrina [10]. The authors’
success and inclusion in the educational process. In study shows that parents of preschoolers with ASD
general, most parents do not see achieving unity with note the lack of qualification of teachers working with
teachers in understanding pedagogical approaches this category of children, as well as the weakness of or-
and selecting educational practices as an important ganisational and methodological support of the educa-
joint task. tional process. About a quarter of the surveyed parents
In addition, the expert’s dialogue with parents were dissatisfied with the support of their children in
showed that their expectations from the educational the preschool educational organisation [10]. In addi-
process in general and from specific teachers in par- tion, all participants of the study noted the manifesta-
ticular are overestimated in terms of the timeframe tions of stigmatisation on the part of society, which
for the child to achieve educational results and over- also correlates with the results obtained in modern
come socialization difficulties (8 people). The ex- studies of these issues (for example, in Y.A. Afonkina’s
pectations of all parents participating in the study work [3]).
reflect the desire to rid the child and themselves of Generalisation of the results of the conducted em-
negative social labels and to bring the child’s activ- pirical research allowed us to identify productive and
ity as close as possible to those forms characteristic unproductive types of interaction between parents of
of children with normotypical development, which is children with ASD and teachers in the process of clar-
combined with an underestimation of the problems ifying knowledge about the peculiarities of the child’s
of the child’s psychosocial development. At the same psychosocial development. The productive type im-
time, all parents expressed concern that teachers may plies openness to the exchange of information about
not be attentive enough to the child’s peculiarities, the child’s peculiarities, parents’ critical attitude to
may not be able to organise his/her successful activ- their assessments of the child’s behaviour and desire
ity at the lesson/chapter, or create comfortable con- to clarify them, trust in the teachers’ opinion about
ditions for him/her. the specifics of the child’s behaviour and its causes,
Parents of children with ASD are very demanding sharing responsibility with teachers in the organisa-
of teachers and the results of their work in individu- tion of education and upbringing taking into account
alising the education and training of their children. the peculiarities of development, striving to achieve
Six parents expressed their desire to monitor the ed- the unity of pedagogical approaches and requirements.
ucational process and the teachers’ activities within Unproductive types of interaction, in turn, are formed
the framework of their own ideas about the child and by various combinations of the following characteris-
the knowledge about the peculiarities of autism that tics: parents’ overcontrol over the educational process
they had previously acquired from various sources. and absolutisation of their own knowledge and ideas
By the time the child starts school, parents have suf- about the child; denial of teachers’ opinion and their
ficient knowledge, although it is in a certain sense interpretation of facts reflecting the child’s individual
eclectic and absolute: there is a clear manifestation of characteristics; delegation to teachers of full or pre-
trust in sources of information that are authoritative dominant responsibility for the process and results of
for them, while denying or underestimating the ob- education and upbringing, while retaining the desire
servations and conclusions made by teachers about to influence the educational process; expecting quick
the peculiarities of the child’s psychosocial develop- results from the child while underestimating the im-
ment and interpretations of the child’s behaviour in portance of the current moment in the child’s social
educational situations. Parents express their willing- adaptation, education and upbringing.
ness to receive information that would allow them to The prevalence of unproductive types of parent-
understand the nature of their children’s psychoso- teacher interaction was observed in the study sam-
cial development and to create a “friendly environ- ple compared to productive (7 and 2 persons, respec-
ment” (7 persons). tively).

To develop productive interaction between parents At the next stage, the goal of the interaction was to
of younger students with ASD and teachers, we have jointly identify the dynamics in the child’s behaviour,
identified the following psychological and pedagogi- determine the degree of sufficiency of the special con-
cal conditions for parental involvement in clarifying ditions created and the need to adjust them to achieve
and enriching knowledge about the child’s psychoso- a greater effect of inclusion. Monitoring practices
cial development. involved keeping diary entries, where parents and
1. Open information exchange between parents teachers briefly recorded their impressions of inter-
and teachers with facts, which are recorded by them in action with the child, as well as the results of weekly
the process of observing the child and reflect the man- joint analysis and interpretation of the recorded facts.
ifestations of intellectual, motor, speech, communica- At the final stage, the interaction between parents
tive, emotional features in different educational and and teachers was aimed at designing the process of de-
social situations. Information exchange allows to form veloping the child’s educational opportunities. They
a more complete picture of the specifics of the child’s jointly filled in their portfolios, which reflected their
psychosocial development, the dynamics of develop- educational achievements in the sphere of academic
ment in the educational environment and becomes the and social competences.
basis for joint activities of teachers and parents. Joint At the end of the school year we repeated the
activity presupposes a realised need for interaction be- questionnaire survey of parents and conversations on
tween the two parties, an understanding of the need the method of dialogue between the expert and par-
to clarify and enrich ideas about the child, and a joint ents. The data obtained show positive dynamics. The
search for compromise solutions to emerging problems number of parents who said that their child’s individ-
in the child’s interests. ual characteristics are taken into account in the edu-
2. Coordinated interpretation of observed facts cational process “in most cases” increased from five
by parents and teachers, understanding of their to seven. One more participant of the survey believes
dependence on external stimuli and the specifics that “they are taken into account completely”, and
of children’s activities; joint development of a sys- one indicated that “they are taken into account oc-
tem of stimuli for each child, allowing for optimal casionally”. Eight parents noted that the educational
regulation of his or her behaviour in different social environment is quite adaptive and comfortable for
and educational situations, decision-making on the their child and indicated that they are fully informed
necessary transformation of this system, on deter- about the creation of special conditions that would
mining the sufficiency and effectiveness of changes take into account the peculiarities of their child’s
in terms of the child’s achievement of educational psychosocial development. At the first stage of the
results. study, none of the respondents stated this. One of
3. Achieving consistency in understanding the the parents noted that he was sufficiently informed.
significance of the educational goals and objectives None of the questionnaire participants stated that
set for the child’s development, as well as inform- they were insufficiently informed, whereas five par-
ing parents about the ways to achieve them in order ents had indicated this earlier. The number of par-
to form a clear idea of how the goals and objectives ents who are fully satisfied with the organisation of
will be realised, taking into account the child’s pe- their child’s education at school has increased from
culiarities. two to eight. Another parent is incompletely satis-
Teacher-parent interaction was organised dur- fied, although three respondents gave this answer
ing the school year according to phases with differ- during the initial questionnaire.
ent monitoring practices. The information base for The statements of eight parents during the dia-
such activities was the diagnostic data about the child logue with the expert showed trust in the teachers’
obtained by the teachers of different profiles in the opinion about the child’s psychosocial development
course of monitoring, which were mutually clarified (for comparison: at the beginning of the study only
by the teachers and parents. two interviewees showed such trust), in their compe-
At the first stage, the goal was to form a common tence to organize the child’s successful activities and
understanding of the child’s characteristics among to maintain a pleasant microclimate in the classroom.
parents and teachers. Joint monitoring practices in- These parents showed a willingness to exchange infor-
cluded: collegial compilation and description of a mation with teachers about the child’s development,
portrait of the child reflecting his/her deficits and showed a desire to clarify and expand their knowl-
strengths on the basis of observations of the child both edge, and also noted the consistency of pedagogical
in educational and everyday situations; visualisation approaches to their child’s upbringing and education,
of the portrait and creation of a gallery of pupils’ por- as well as a shared responsibility for the child’s educa-
traits in the classroom; use of the compiled portrait tional achievement.
during consultative conversations with parents, its At the end of the study, 8 parents out of 9 had a
supplementation and clarification. productive type of interaction with teachers in the

process of monitoring the psychosocial development tive types of interaction between parents and teach-
of a child with ASD, while at the first stage of the re- ers, characterised by insufficient trust in the profes-
search work it was noted only in two people. sional opinions of teachers and the dominance of their
own knowledge about the child, which does not allow
for the child’s objective portrait and development
Conclusions forecast.
The implementation of joint parents’ and teachers’
The results of the presented research show the ne- monitoring practices, in the course of which informa-
cessity of timely adjustment of content and organisation about the child obtained by teachers of different
tion of educational process based on parent-teacher profiles is clarified and expanded, allowed us to in-
interaction, taking into account the peculiarities of clude all parents in interaction with teachers and, in
individual psychosocial development of children with most of them, to transform unproductive interaction
ASD. into productive one.
As the results of the initial questionnaire showed, The results of the presented research, from the
the educational environment, according to parents’ theoretical point of view, enrich the ideas about psy-
assessments, needs further adaptation and is not chological and pedagogical conditions and ways of
comfortable for the majority of children. Parents are developing interaction between teachers and parents
poorly informed about special conditions in the edu- raising children with ASD. From the practical point of
cational organisation that ensure individualisation of view, the obtained results can serve as a basis for the
the educational environment. development of preventive measures against conflict
The results of the study allow us to conclude that interaction between teachers and parents, against pa-
parents have a need to clarify and expand their knowl- rental mistakes in raising a child, and in general — for
edge of their child’s psychosocial development and to the improvement of the system of psychological and
select appropriate methods of their child’s education, pedagogical support of children with ASD and their
upbringing and social development. However, a sig- families.
nificant point complicating the interaction between Further research can be directed towards study-
parents and teachers is the lack of trust in the results ing the characteristics of interaction between par-
of teachers’ observations and their interpretation of ents and teachers in the process of monitoring the
facts reflecting the specifics of children’s behaviour in psychosocial development of a child with ASD at
educational situations. It should be emphasised that the levels of preschool and basic general education,
most parents absolutise their own knowledge and at which will contribute to the construction of a kind of
the same time delegate to teachers full responsibility monitoring vertical to ensure continuity in the indi-
for the process and results of education and upbring- vidualisation of upbringing and education. It is also
ing. A significant reason for such contradictions is the possible to study the relationship between the psy-
negative educational experience acquired by parents chosocial characteristics of the personality of moth-
of children with ASD during the period of preschool ers with children with ASD and the characteristics of
education, which reduces parents’ trust in specialists their interaction with teachers in the course of moni-
and in general in the educational environment. toring the psychosocial development of children. In
In the process of monitoring the psychosocial de- addition, it is of research interest to study the organ-
velopment of children with ASD, attention is drawn isational conditions and content of training future
to the lack of productive interaction between parents teachers of different profiles to interact with parents
and teachers. There is a predominance of unproduc- of children with ASD.
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s10803-018-3639-1

Tatiana V. Kuzmicheva, Doctor of Education, Associate Professor, Murmansk Arctic University, Murmansk, Russia, Director of
Institute Pedagogy and Psychology
ORCID: 0000-0003-0210-798X, tvkuzmicheva@gmail.com
Yuliya A. Afonkina, Candidate of Psychology, Associate Professor, Murmansk Arctic University, Murmansk, Russia, Head of the
Department of Psychology and Correctional Pedagogy, ORCID: 0000-0003-4147-0634, julia3141@rambler.ru
Кузьмичева Татьяна Викторовна, доктор педагогических наук, директор Института педагогики и психологии, доцент,
Мурманский арктический университет (ФГАОУ ВО «МАУ»), г. Мурманск, Российская Федерация, ORCID: https://
orcid.org/0000-0003-0210-798X, e-mail: tvkuzmicheva@gmail.com
Афонькина Юлия Александровна, кандидат психологических наук, доцент, заведующая кафедрой психологии и коррекци-
онной педагогики, Мурманский арктический университет (ФГАОУ ВО «МАУ»), г. Мурманск, Российская Федерация,
ORCID: https://orcid.org/0000-0003-4147-0634, e-mail: julia3141@rambler.ru


2023. Т. 21. № 3. С. 27—36 2023. Vol. 21, no. 3, pp. 27—36
The Relationship Between Level of Intelligence and Autonomy

Among Young People with Mental Disabilities Studying Primary
Professional Skills in an Inclusive Program
Tamara V. Avakyan
Moscow, Russia,
ORCID: https://orcid.org/0000-0002-0237-866X, e-mail: avakyantv@mgppu.ru
Irina S. Konstantinova
Regional non-profit social organization “Center for curative pedagogics”,
Moscow, Russia,
ORCID: https://orcid.org/0000-0001-8860-3268, e-mail: irakonst@ccp.org.ru
Objectives. In connection with the reform of the system of mental health, the system of residential institutions for
psychiatric patients (PRI) and the development of assisted living, the relevance of the socialization of people with
mental disorders has increased. An inclusive approach also implies their inclusion in work activities, the creation of
opportunities and the organization of support for successful integration into the work environment.
Methods. The results of a pilot study of the level of intelligence and the severity of the need for support in young
adults with mental disorders are presented. The study involved respondents aged 19 to 42 years (N=20; 9 men,
11 women) with mental disabilities who are being trained in primary professional skills with the aim of possible in-
tegration into work activities in the future. We used the standardized “WAIS” (Wechsler Adult Intelligence Scale)
and a specially developed “Questionnaire for assessing the degree of independence of persons with mental disorders
and the support they need”.
Results. The study of intelligence revealed a wide range of results — from normative indicators to moderate men-
tal retardation. The need for some degree of support is experienced by everyone, including those who do not have
intellectual disabilities. Respondents with lower levels of verbal intelligence show more significant difficulties in
autonomy, respectively, they need for more intensive social support.
Conclusions. The assessment of the possibility of independent living and mastering professional skills should not be
based only on the level of intellectual development. A comprehensive assessment should include the ability for social
cognition, communication skills, daily living and social skills. However, lower levels of verbal intelligence determine
a greater need for accompaniment, help and support. In future work, it is intended to expand the sample of study in-
dividuals by adding comparison groups.
Keywords: assisted living, independence, mental disabilities, included employment, need for assistance, WAIS test
Funding: The research protocol was approved by the Sberbank Charitable Foundation “Contribution to the Future”. Contract
ИС/09-2021 on providing a targeted grant as part of the implementation of the charity program “Inclusive Environment” dated
October 05, 2021.
For citation: Avakyan T.V., Konstantinova I.S. The Relationship Between Level of Intelligence and Autonomy Among Young Peo-
ple with Mental Disabilities Studying Primary Professional Skills in an Inclusive Program. Autizm i narusheniya razvitiya = Autism
and Developmental Disorders, 2023. Vol. 21, no. 3, pp. 27—36. DOI: https://doi.org/10.17759/autdd.2023210303 (In Russian; ab-
stract in English).
CC BY-NC

Авакян Т.В., Константинова И.С. Исследование связи уровня интеллектуального развития с показателями автономии у молодых людей
с ментальными нарушениями, обучающихся первичным профессиональным навыкам по инклюзивной программе
Исследование связи уровня интеллектуального развития

с показателями автономии у молодых людей с ментальными
нарушениями, обучающихся первичным профессиональным
навыкам по инклюзивной программе
Авакян Т.В.
г. Москва, Российская Федерация
ORCID: https://orcid.org/0000-0002-0237-866X, e-mail: avakyantv@mgppu.ru
Константинова И.С.
Региональная благотворительная общественная организация
«Центр лечебной педагогики» (РБОО ЦЛП),
ORCID: https://orcid.org/0000-0001-8860-3268, e-mail: irakonst@ccp.org.ru
Актуальность и цель. В связи с реформированием системы психоневрологических интернатов (ПНИ) и раз-

витием системы сопровождаемого проживания возрастает актуальность темы социализации людей с менталь-
ными нарушениями. Инклюзивный подход предполагает также их включение в трудовую деятельность, созда-
ние возможностей и организацию сопровождения для успешной интеграции в рабочую среду.
Методы и методики. Представлены результаты пилотажного исследования связи уровня интеллекта и сте-
пени выраженности потребности в сопровождении у молодых взрослых с ментальными нарушениями. В ис-
следовании приняли участие респонденты с ментальными нарушениями, проходившие обучение первичным
профессиональным навыкам, в возрасте от 19 до 42 лет (N=20; 9 мужчин, 11 женщин) с целью возможной ин-
теграции в дальнейшем в трудовую деятельность. Использовался стандартизированный тест Векслера (взрос-
лый вариант) и специально разработанный «Опросник оценки степени самостоятельности лиц с нарушения-
ми психических функций и необходимого им сопровождения».
Результаты. Исследование интеллекта выявило широкий разброс результатов — от нормативных показателей
до умеренной умственной отсталости. Потребность в той или иной степени поддержки испытывают все, в том
числе и те, у кого не выявлено нарушений интеллекта. При этом у лиц с более низкими показателями вербаль-
ного интеллекта обнаруживаются и более серьезные трудности в автономии, соответственно, их потребности
в интенсивном социальном сопровождении гораздо выше.
Выводы. Оценка возможностей самостоятельного проживания и овладения профессиональными навыками не
должна опираться только на показатель интеллектуального развития. Комплексная оценка должна проводиться с
учетом развития способностей к социальному познанию, навыков коммуникации, бытовых и социальных умений.
Тем не менее, у людей с ментальными нарушениями более низкие показатели вербального интеллекта предполага-
ют большую потребность в сопровождении, в помощи и поддержке, чем у людей с более высокими показателями.
Ключевые слова: сопровождаемое трудоустройство, ментальные нарушения, потребность в помощи, самосто-

ятельность, самообслуживание, сопровождаемое проживание, тест Векслера
Финансирование: Исследование проводится при финансовой поддержке Благотворительного фонда Сбербанка «Вклад
в будущее». Договор ИС/09-2021 о предоставлении целевого гранта в рамках реализации благотворительной программы
«Инклюзивная среда» от 05 октября 2021 г.
Для цитаты: Авакян Т.В., Константинова И.С. Исследование связи уровня интеллектуального развития с показателями
автономии у молодых людей с ментальными нарушениями, обучающихся первичным профессиональным навыкам по
инклюзивной программе // Аутизм и нарушения развития. 2023. Том 21. № 3. C. 27—36. DOI: https://doi.org/10.17759/
autdd.2023210303
Introduction cialization of people with mental disabilities, includ-

ing those living in social care institutions. The ongoing
Increasing attention is being paid by specialists, reform of the system of psychoneurological residential
parents and society as a whole to the problem of so- institutions (PRI) in Russia and the development of

Avakyan T.V., Konstantinova I.S. The Relationship Between Level of Intelligence and Autonomy Among
Young People with Mental Disabilities Studying Primary Professional Skills in an Inclusive Program
various forms of supported living [2; 4; 8; 9; 10] make this article will present the results of assessing their
an important contribution to the social integration of intelligence level.
people with disabilities. Inclusion as a process of cre- The proposed study aims to investigate the struc-
ating environmental opportunities for the complete ture of intelligence in young mentally handicapped
integration of people with physical and intellectual adults enrolled in GAMP. It is hypothesised that the
disabilities into social life implies integration into higher the level of intelligence, the lower will be the
work activities, and this too needs assistance. We can need for support in independent living. The tasks were
therefore talk about developing an inclusive working to measure the level of intelligence of the students, to
environment. measure the level of autonomy of the students, to anal-
Several foreign meta-analyses on the effective- yse and compare the results obtained.
ness of supported employment programmes have
shown the positive impact of work on the quality
of life of people with ASD without intellectual dis- Materials and methods
ability [14], and on the increased self-esteem and
degree of autonomy of adults with various intellec- Twenty people with mental disorders participated
tual problems [13]. National authors also emphasise in the study. The detailed characteristics of the sample
the importance of employment for people with men- are shown in Table 1. Understanding addressed speech
tal disorders and society [5; 6]. The development as well as using expressive speech for communication
of an inclusive educational environment has led to is available to all people.
the creation of adapted educational programmes en- To determine the level of intellectual develop-
abling vocational skills acquisition, both based on ment we used the standardized Wechsler test (adult
state schools [3] and within specialised social proj- version), including 11 subtests [11]. The indicator of
ects [1]. verbal intelligence is made up of 6 subtests: Aware-
At present, the Regional Charitable Public Or- ness (assesses the total amount and level of knowl-
ganisation “Centre for Therapeutic Pedagogy” runs edge); Comprehension (assesses practical thinking,
an inclusive programme called “Gastronomic Model the ability to draw inferences based on everyday
Platform” (GAMP) for the purpose of socialisation and social experience); Arithmetic (the ability to
and possible integration into further employment, perform simple arithmetic operations in the mind);
where people with various intellectual disabilities are Similarity (the ability to think logically, the ability
currently being trained. Level of intellectual develop- to perform generalization operations); Repetition of
ment is regarded as a determinant of ability to live au- numbers (assesses the amount of short-term memo-
tonomously. Investigating the deficient and preserved ry); Vocabulary (assesses the ability to understand
aspects of intelligence can help to design individual and understand the meaning of a word); and Verbal
programmes of education and further social support, Intelligence (assesses the ability to understand and
including later employment. GAMP conducts a com- understand the meaning of a word). Non-verbal in-
prehensive examination of students to determine their telligence is assessed by means of 5 subtests: Cipher
readiness and ability to acquire vocational skills, but (assesses visual perception and kinetic praxis, hand-
Table 1
The characteristics of the sample (N=20)
Gender Number (N=20) Age
male 9 from 21 to 41 years (М=27,1 years)
female 11 from 19 to 42 years (М=25,5 years)
Diagnosis
Autism spectrum disorder (ASD) 3
Schizotypal disorder 1
Mild mental retardation 8
Moderate mental retardation 6
Severe mental retardation 1
Epilepsy 1
Live in
family 8
in the training flat (formerly at the PRI) 4
in a training hostel at the Family Education Support Centre (FESC) 7
independently (previously in a psycho-neurological boarding school) 1

eye coordination); Missing Details (assesses atten- — Community, social and civic life: assesses the
tion, object gnosis, ability to detect a significant respondent’s involvement in society (hobbies, leisure
missing detail); Koos Cubes and Folding Figures activities, membership of any social groups).
(these subtests assess the ability to spatial analy- Based on the results of the survey, an overall score
sis and synthesis); Sequential Pictures (reflects the is calculated which allows the respondent to be placed
ability to establish cause-and-effect relationships). in one or another group according to their level of in-
Scoring and assessment of results were carried out dependence and ability to work, and to determine the
according to a standardized procedure. type and level of support required. Five groups have
To determine the degree of independence and the been identified:
need for help and support, we used the “Questionnaire — The first group is people who have a sufficient
for assessing the degree of independence of persons level of autonomy and no need for assistance and sup-
with mental disorders and the support they need” port in independent living;
developed by M.E. Sisnyova and colleagues [7]. In a — The second group may include people whose
semi-structured interview format, the respondent is autonomy is slightly reduced (level 1) and who need
assessed on a number of functions grouped into 9 sec- support “on demand” (type I support);
tions. In addition, we have added sections containing — the third group includes people whose autonomy
the interviewer’s observations (the respondent’s abil- is moderately impaired (level 2) and who need “as-
ity to communicate, to maintain attention during the sistive participation” / “supervised accompaniment”
interview, to concentrate in the interview) and the (type II accompaniment);
survey of the immediate environment, which covers — the fourth group includes people whose degree
various areas of the respondent’s life, his/her behav- of autonomy is severely restricted (3rd degree) and
iour and reactions, which allows us to obtain a more who require “guiding participation and cooperative
objective assessment. We will not go into the descrip- fulfilment” (type III support);
tion of each of these sections in detail, but will give a — The fifth group includes people whose autonomy
brief overview: is severely limited (level 4) and whose type of support
— General tasks and requirements: questions in this is “substitute fulfilment and care” (type IV support).
section focus on orienting oneself to one’s own person- In this article we’d like to describe in more detail
ality and environment (e.g. being able to say how old the level of cognitive development of those inter-
you are or understanding one’s own limitations); viewed, and a more detailed analysis of the results of
— Learning and applying knowledge: questions in the survey using the Autonomy Questionnaire will be
this section assess numeracy, writing skills and the presented in the following publications.
ability to solve a simple household problem. Ques- The intelligence study was conducted by a quali-
tions can be practical, such as reading a notice, writ- fied clinical psychologist, who was not previously fa-
ing down a telephone number or counting a small sum; miliar with the subjects, face-to-face and individually
— Communication: communication skills are as- between the end of April and the end of June 2022. A
sessed (e.g. expressing a request or need in a clear standardised procedure was followed. Mathematical
way), the ability to use electronic means of commu- processing was performed using IBM SPSS Statistics
nication, the ability to follow verbal instructions (e.g. (version 21) software. The Mann-Whitney U-criteri-
understanding the content of public transport an- on was used to compare groups with different levels of
nouncements); autonomy, and the Spearman rank correlation coeffi-
— Mobility: this small section assesses the respon- cient was used to determine the relationships between
dent’s ability to ask for help when travelling (e.g. verbal intelligence and autonomy indicators.
when looking for an address);
— Self-care: this section assesses skills such as the
ability to seek medical help, to choose clothing ac- Survey results and their discussion
cording to weather conditions, etc;
— Home life: this section is related to the under- The results of the test using the Wechsler scale re-
standing of domestic functions (shopping for food, the vealed each subject’s actual intellectual level (fig. 1).
ability to use household appliances, the understanding As shown in the diagram, there were 2 individuals
of safety rules in the home, etc.); with normative intelligence values (one with a mean
— Interpersonal relations: reflects the ability to value, one with a reduced norm, mean IPR=89).
interact with other people, including understanding Borderline values of intellectual development are re-
the rules of communication, emotional reactions when vealed in 2 persons (at the same time unevenness of
communicating; intellectual achievements is noted, average value of
— Main areas of life: reflects the respondent’s abil- IPR=74,5). These data allow us to note that formal
ity to manage money, opportunities to study and get indicators of intellectual level do not fully determine
educated; the ability and possibility of independent living. In-

Fig. 1. Distribution of subjects by intelligence level (Wechsler test, general intellectual index — GII) (N=20)
tellectual indicators close to the norm and border- in social institutions. During the survey procedure,
line were found in the study subjects whose main dis- most subjects demonstrated incomplete understand-
orders were caused by autism spectrum disorder or ing of the social context of the situation, indicating a
schizophrenic spectrum disorder. It has been shown general decrease in the level of criticality. This could
that the deficit of social functions, especially social be expressed in violation of social boundaries dur-
cognition, which allows understanding and compre- ing interaction, excessive directness in communica-
hending the mental state of other people, which in tion (using the first name, personal questions to the
turn significantly affects social functioning, is asso- experimenter, spontaneous statements about them-
ciated with the greatest difficulties in people with selves and their lives). Sometimes the degree of un-
these disorders [15]. critical behaviour in the examination situation was
In a recent study by S. Corbera and colleagues [12] pronounced and was corrected only with external
compared groups of young adults with schizophren- help. For example, one of the subjects, when a mobile
ic spectrum disorders (N=46, mean age 29 years) phone rang, picked up the receiver and began to talk
and autism spectrum disorders (N=30, mean age casually (the call was not related to an emergency
21 years) with healthy subjects (N=51, mean age situation requiring an immediate response), while
26 years). Intelligence level was assessed using the another subject was constantly distracted by the
Wechsler test and corresponded to normative values table at which she was working (stroking its surface,
in all subjects (mean values on the Wechsler test: in asking the experimenter various questions about it,
the group with schizophrenic spectrum disorders seeking to bite, spontaneously speaking about the
95.6; in the group with RAS 115.9; and in the control table while performing tasks). According to obser-
group 110.8). The comparison groups showed lower vations, the degree of uncriticism was stronger in
indices of general and cognitive empathy, as well as a subjects with lower intelligence indicators, which
high level of personal distress, while no correlations corresponds to clinical manifestations of mental un-
between intelligence indices and the level of social derdevelopment.
functioning were found. The distribution of the participants by degree
The remaining 16 subjects were found to have of autonomy, based on the results of the ‘Survey of
cognitive underdevelopment to the level of mild the degree of autonomy of people with psychiatric
(N=13, mean IPR=58.7) or moderate (N=3, mean disorders and their need of assistance’ [7], was as
IPR=43.7) mental retardation. In addition, among follows. All subjects show a need for help and sup-
the subjects with mild mental retardation, 3 persons port. At the same time, there are none whose level of
have a general intelligence index on the borderline autonomy suggests the third (III “Guided partici-
with the moderate degree (50-51 points). At the pation and shared fulfilment”) or fourth (IV “Sub-
same time, not all the data obtained coincided with stituted fulfilment and care”) types of support. In
the assessment of intellectual development reflected the study group, 11 people showed minor autonomy
in the diagnosis (for example, the total score of a difficulties (“on-demand accompaniment”, accom-
young woman diagnosed with severe mental retarda- paniment type I) and 9 people showed moderate au-
tion in this cut-off corresponded to the indicator of tonomy difficulties (“assertive participation/con-
moderate mental retardation). These inconsistencies trolling accompaniment”, accompaniment type II).
appeared to be characteristic of individuals living It is interesting to note, however, that adults with

normal intelligence scores (2 individuals) also show The mean scores for the subtests that determine the
a need for external support and accompaniment ability to analyse space (Koos Cube, Folding Figures)
(one at the level of mild difficulties and the other are not significantly higher in the group of people with
at the level of moderate difficulties). This again em- a lower autonomy level. These data, which will need
phasises that formal intelligence scores that are at further clarification with the expansion of the sample,
or close to conventional normative levels do not au- may relate to the fact that people with ASD often pos-
tomatically mean that a person does not need sup- sess preserved spatial cognition (and in the Wechsler
port, but only that other indicators (e.g. social cog- test, higher scores on these subtests are seen against a
nition mentioned above) also influence the level of background of lower scores on other, mostly linguis-
social functioning. tic, subtests), but that these abilities are of lesser influ-
We then constructed average cognitive profiles of ence on social functioning (as indicated by the degree
individuals indicating levels of autonomy and depen- of independence).
dency (Figure 2). Subjects whose intelligence level Further comparison of subject groups with differ-
did not correspond to the normative values (10 and ent autonomy levels reveals some statistically signifi-
8 people in each group) were taken into account, as cant differences (Table 2).
otherwise the average scores on the subtests in the On average, the index of verbal intelligence is
sample would be highly distorted. significantly lower in the group of less independent
Figure 2 shows the average scores on the subtests people, approaching the indicators of mild intellectu-
of the Wechsler scale. The graph shows that, on av- al disability; the similar index in the group of highly
erage, scores on all subtests of verbal intelligence independent people is in the range of the ceiling of
(Awareness, Comprehension, Arithmetic, Similarity, mild intellectual disability. As for the level of non-
Digit Repetition, Vocabulary) and some subtests of verbal intelligence, no statistically significant differ-
non-verbal intelligence (Missing Details, Sequential ences were found (the mean values are more or less
Pictures) are lower in subjects who are more in need the same). The general level of awareness, indicators
of support and assistance. These results are expected: of attention, comprehension and the ability to search
the degree of cognitive decline reflects lower scores in for the missing essential detail in the image are high-
abstract thinking and cognitive processes (attention, er in persons with more developed autonomy. At the
memory) in general. level of tendencies, too, this group shows a greater
Fig. 2. Two groups differing in the degree of autonomy are compared, on all subscales of the Wechsler test (N=18)

Table 2
Correlation of intellectual abilities with some indicators of autonomy in people with mental
disorders (Wechsler Test, Questionnaire to assess autonomy level and support needs of people
with mental disorders) (N=18)
Grade I (autonomy is Grade II (autonomy is
Mann-Whitney
Wechsler scale subtests slightly impaired) (N=10) moderately impaired) (N=8)
U-criterion, p
M (SD) M (SD)
VIP (verbal intelligence) 62,7 (9,7) 52,5 (7,2) ,026*
NIP (non-verbal intelligence) 64 (6,5) 61 (20) ,229
GIQ (general intelligence) 61,1 (6,1) 54 (12,2) ,119
Awareness 4,9 (4,6) 2,5 (1,2) ,027*
Comprehension 6,5 (3,7) 3 (2,1) ,064t
Similarity 5,5 (3,7) 2,4 (3,5) ,078t
Repetition of numbers 6,5 (1,3) 4,8 (2,3) ,063t
Missing details 8 (2,4) 5 (2,6) ,025*
Note: «*» — p<0,05; «t» — p<0,1 (at trend level); M — mean value, SD — standard deviation.
volume of short-term memory, more developed prac- a definition, they often relied on their own social ex-
tical thinking and the ability to judge on the basis perience reflecting a specific situation (for example,
of everyday and social experience (comprehension when explaining the word breakfast, they often listed
subtest), as well as a better developed generalisation specific dishes: “When you cook scrambled eggs, sand-
ability. It is important to note that a decrease in the wich for yourself and eat” or “For example, porridge,
level of generalisation and specificity of thinking is sandwiches, tea, this is food and tea is drinking”), but
characteristic of both groups, but some of the sub- could not identify the main meaning of the word, re-
jects in the second group failed to generalise at all. flecting the temporal characteristic of the concept,
This manifested itself in a misunderstanding of the namely the morning meal. Language comprehension
instructions, highlighting the differences between is limited to everyday vocabulary and understanding
the proposed concepts instead of looking for similari- the meaning of simple instructions for the majority of
ties (e.g. in the dog/lion pair “A lion sits in a cage, the study group.
but a dog walks along the road”, orange/banana “An Table 3 shows the results of the correlation analysis
orange is round, but a banana is like a crescent”). between intellectual abilities and individual indica-
Generalisation of simple concepts (animals, fruits, tors of autonomy (the questionnaire scales for which
instruments) was accessible for a number of subjects, significant relationships were found are indicated). It
but more complex pairs caused marked difficulties should be noted that not all of the questionnaire scales
(e.g. north/west, poem/statue). were related to the intelligence indicators, which fur-
Almost all subjects had the greatest difficulties ther indicates the need to assess autonomy not only at
in the Arithmetic subtest: as shown in the graph the cognitive level. The most important correlations
(Fig. 2), the average values are almost identical. were obtained between the Learning and Applying
While all of them coped with the quantitative count- Knowledge scale and most of the intellectual indica-
ing task (some of them counted using their fingers), tors. Inverse correlations indicate that the higher the
their elementary arithmetic operations were limited score on the Wechsler test, the greater the degree of
to the ability to solve a problem with simple condi- independence demonstrated by the respondent when
tions for addition or subtraction within 10. As a rule, completing the questionnaire. As mentioned above,
the participants of the study had difficulties in un- the Learning and Applying Knowledge scale assesses
derstanding the conditions of the problem and fur- the ability to write, read, do simple arithmetic and
ther searching for a solution, or they referred to the solve a simple household task. At the same time, the
difficulties of counting in the mind. tasks in the questionnaire are based on specific practi-
No statistically significant differences were found cal material (e.g. reading and understanding the infor-
between the groups in the Vocabulary subtest. Speak- mation on a package, calculating the amount of money
ing difficulties are common to all subjects. They are mentally or with a calculator, writing a simple note,
expressed in poor vocabulary, difficulty in making etc.). Solving these tasks involves various cognitive
extended inferences and in violating the grammatical processes (including attention, memory), so the rela-
structure of speech. In the vocabulary subtest, when tionships obtained with almost all Wechsler subtests
a word was familiar to the examinees, they had diffi- are clear (relationships found in 8 out of 11 items).
culty in explaining its meaning. When trying to give It can therefore be concluded that the scores on the

Table 3
Correlation of intellectual abilities with some indicators of autonomy in people with mental
disorders (Wechsler Test, Questionnaire to assess autonomy level and support needs of people
with mental disorders) (N=20)
Subtests/Scales Learning and applying knowledge Mobility Home life
VIP (verbal intelligence) -,77** -,46*
NIQ (non-verbal intelligence) -,47*
GIQ (general intelligence) -,68**
Awareness -,54* -,50* -,47*
Comprehension -,48* -,47*
Arithmetic -,84**
Similarity -,63** -,51*
Vocabulary -,58**
Repetition of numbers -,77**
Ciphering -,52*
Missing parts -,78**
Note: «*» — p < 0,05 (r-Spearman correlation coefficient); «**» — p < 0,01 (r-Spearman correlation coefficient).
Learning and Applying Knowledge scale are an indi- sessing the ability of people with mental disabilities
rect reflection of the respondent’s cognitive ability. to live independently. A comprehensive assessment
The Mobility scale assesses the ability to ask for help should consider developing social cognition, com-
in the event of difficulties when travelling (for exam- munication, domestic and social skills and should go
ple, the respondent’s answer to the question “What do beyond assessing a formal measure of intellectual de-
you do if you can’t find the right address?”) and, ac- velopment.
cording to our data, is related to the general index of 2. According to the Wechsler test results, the
verbal intelligence as well as to the Awareness, Under- need for accompaniment, help and support in the
standing and Similarity subtests. This means that the group studied is more pronounced among those
higher the level of general knowledge and perception with lower verbal intelligence indicators than
of the environment, the higher the ability to draw on among young people with higher verbal intelligence
everyday practical experience, the higher the ability development.
to work with concepts, to think abstractly, the more
clearly the respondent can explain how and to whom Limitations and further perspectives
to turn for help. The more adaptable and oriented the of the study
respondent is in everyday life (the Household Life One of the limitations of the study is the size of
Scale), the higher his/her scores will be on the Un- the sample, which currently prevents the identifica-
derstandability subtest, which, as mentioned above, tion of separate groups according to the nosologi-
assesses the ability to make inferences based on every- cal classification of the individuals and a number of
day and social experience. social characteristics (e.g. experience of living and
According to the observation data, during the growing up in a family or in a social service, or level
course of the study, the majority of respondents were of education).
characterised by a general decrease in the pace of men- At this stage, the study is exploratory and re-
tal activity, a rapid increase in fatigue and fatigability, flects the results of the target group studied (namely,
inertia of mental processes under conditions of mental GAMP students). In the future, it will be possible to
stress, which manifested itself in a decrease in work extend the sample with comparison groups: for ex-
capacity and efficiency of activity results. This should ample, people with intellectual disabilities who are
also be taken into account when carrying out rehabili- in need of supported accommodation but do not have
tation and training activities. GAMP training. Or graduates of the FESC who, after
reaching the age of 18, have passed the Commission
for Independent Living and who have not been trans-
Conclusions ferred to the PRI.
The study opens up the prospect of exploring and
1. The results obtained give a more accurate pic- identifying specific factors, other than the level of in-
ture of how much intellectual disability is present in tellectual development, that contribute to growing
individuals requiring supported living, training and independence in independent living and acquiring vo-
work. However, intelligence is only one factor in as- cational skills.

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childyouth.2019.104656
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adults with autism // Research in Autism Spectrum Disorders. 2021. Vol. 82. Article № 101741. 11 p. DOI:10.1016/j.
rasd.2021.101741
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Tamara V. Avakyan, PhD in Psychology, Associate Professor at the Chair of Clinical Psychology and Psychotherapy, Moscow
State University of Psychology and Education (MSUPE), Moscow, Russia, ORCID: https://orcid.org/0000-0002-0237-866X,
e-mail: avakyantv@mgppu.ru
Irina S. Konstantinova, PhD in Psychology, Regional non-profit social organization “Center for curative pedagogics”, Moscow,
Russia, ORCID: https://orcid.org/0000-0001-8860-3268, e-mail: irakonst@ccp.org.ru
Авакян Тамара Витальевна, кандидат психологических наук, доцент кафедры клинической психологии и психотерапии,
Московский государственный психолого-педагогический университет (ФГБОУ ВО МГППУ), г. Москва, Российская Фе-
дерация, ORCID: https://orcid.org/0000-0002-0237-866X, e-mail: avakyantv@mgppu.ru
Константинова Ирина Сергеевна, кандидат психологических наук, региональная благотворительная общественная орга-
низация «Центр лечебной педагогики» (РБОО ЦЛП), г. Москва, Российская Федерация, ORCID: https://orcid.org/0000-
0001-8860-3268, e-mail: irakonst@ccp.org.ru


2023. Т. 21. № 3. С. 37—47 2023. Vol. 21, no. 3, pp. 37—47
SOCIOCULTURAL INTEGRATION & SPORTS

СОЦИОКУЛЬТУРНАЯ ИНТЕГРАЦИЯ И СПОРТ
Missing Responses in Neurodiverse Interaction:

Case Study of an Inclusive Workshop1
Ekaterina A. Rudneva
Institute for Linguistic Studies, Russian Academy of Sciences,
Saint Petersburg, Russia
ORCID: https://orcid.org/0000-0002-3502-4390, e-mail: katja1985mt@yandex.ru
Objectives. The research studies challenges of neurodiverse interaction in an inclusive workplace involving adult
employees with autism spectrum disorders (ASD). Missing a response to a question or request is a communication
disruption and can present someone’s contribution as irrelevant or be interpreted as ignoring. Thus, it is crucial to
investigate the reasons behind such disruptions and what both participants with ASD and neurotypical ones do in
such cases.
Methods. The main method is conversation analysis of video recordings made in an inclusive workshop for people
with mental disabilities. This was backed up with participant observation in the role of a volunteer. The data col-
lection comprises 12 cases, in which one of the participants (with ASD or without ASD) did not get a reply to their
question or directive, immediately or at all; 4 of these cases are analysed in the present article.
Results. In the 3 episodes, the same employee with ASD, having not received a reply to his question or request, also
from a neurotypical instructor, repeats his phrase completely or almost verbatim; in addition, he implements the fol-
lowing strategies to draw attention: adds a vocative and a politeness marker, redirects the request to a specific person
(after the instructor’s advice). In the 4th episode, an employee with ASD does not respond immediately to the instruc-
tor’s directives, continues the conversation about an abstract topic without promptly switching to work.
Conclusions. Analysis of the data collection enables to draw conclusions about differences in the actions of neu-
rotypical and neurodiverse participants when they do not get a response to their question or directive. The former
demonstrate more elaborate strategies, modifying the question or directive (including grammatical structure), draw-
ing attention in different ways, using various bodily actions and argumentation; neurodiverse people tend to repeat
the wording, not modifying the grammatical structure of the main clause, or wait. The following reasons for missing a
response have been identified: division into pairs in a multiparty interaction (employees with a diagnosed condition
and non-diagnosed instructors who may not pay attention to the question of the person in the other pair); difference
in prioritizing the two courses of actions — work and chat about an abstract topic — and in the ways interlocutors
switch between them; neurodivergent people are involved in interactional patterns and language games which are not
supported by neurotypical colleagues. Awareness about possible interactional challenges and the ways they can be
overcome helps to secure inclusivity in the workplace.
Keywords: inclusive workshop, autism spectrum disorders (ASD), face-to-face interaction, conversation analysis,
workplace interaction
For citation: Rudneva E.A. Missing Responses in Neurodiverse Interaction: Case Study of an Inclusive Workshop // Autizm i
narusheniya razvitiya = Autism and Developmental Disorders, 2023. Vol. 21, no. 3, pp. 37—47. DOI: https://doi.org/10.17759/
autdd.2023210305 (In Russian; abstract in English).
1
Translation into Russian is available on the website of the journal "Autism and Developmental Disorders" in No. 3, 2023, https://psyjournals.
ru/journals/autdd
CC BY-NC

Руднева Е.А.
Отсутствие ответа в нейроразнообразном взаимодействии: анализ случаев из инклюзивной мастерской
Отсутствие ответа в нейроразнообразном взаимодействии:

анализ случаев из инклюзивной мастерской2
Институт лингвистических исследований Российской академии наук,
г. Санкт-Петербург, Российская Федерация
ORCID: https://orcid.org/0000-0002-3502-4390, e-mail: katja1985mt@yandex.ru
Актуальность и цель. Исследование посвящено изучению проблем, возникающих во взаимодействии в ин-

клюзивной рабочей среде с участием взрослых людей с расстройствами аутистического спектра (РАС). Отсут-
ствие ответа на вопрос или просьбу является сбоем в коммуникации и может представить реплику человека
как нерелевантную или быть интерпретировано как игнорирование, поэтому важно разобраться в причинах
такого сбоя, и что в таких случаях предпринимают участники как с РАС, так и нейротипичные.
Методы и методики. Основной метод — конверсационный анализ видеозаписей, сделанных в инклюзивной
мастерской для людей с ментальными особенностями, дополненный включенным наблюдением в роли волон-
тера. Из записей отобрано 12 случаев, когда одному из участников (с РАС или без РАС) не отвечают, сразу или
вообще, на вопрос, просьбу или указание; 4 случая анализируются в настоящей статье.
Результаты. В 3-х рассматриваемых фрагментах один и тот же сотрудник с РАС, не получив ответ на вопрос
или просьбу, в том числе от нейротипичного инструктора, повторяет свою фразу полностью или почти до-
словно; кроме того, он реализует следующие стратегии привлечения внимания: добавляет обращение и мар-
кер вежливости, переадресует просьбу к конкретному человеку (после совета инструктора). В 4-м фрагменте
сотрудник с РАС не реагирует сразу на указания инструктора, продолжает разговор на отвлеченную тему, не
переключаясь оперативно к работе.
Выводы. Основываясь на анализе отобранного материала, можно сделать выводы о различиях в действиях
нейротипичных и нейроотличных участников, когда они не получают ответ на вопрос или просьбу. Первые
применяют более разнообразные стратегии, меняя в том числе и грамматическую форму, привлекая внимание
различными способами, включая телесные действия, и используют аргументацию; нейроотличные участники
склонны повторять формулировку (не меняя грамматическую форму) или ждать. Выявлены следующие при-
чины, по которым вопрос или указание остаются без ответа: деление на пары в коммуникации (сотрудники
с диагнозом и инструкторы без диагноза, которые могут не обратить внимание на вопрос человека из другой
пары); различия в приоритетах между двумя видами деятельности — рабочей и разговором на отвлеченную
тему — и в том, как между ними переключаются собеседники; нейроотличные сотрудники участвуют в языко-
вых играх, в которые не включаются нейротипичные коллеги. Осведомленность о возможных коммуникатив-
ных проблемах и способах их преодоления важна для воплощения инклюзии на рабочем месте.
Ключевые слова: инклюзивная мастерская, расстройства аутистического спектра (РАС), взаимодействие ли-
цом к лицу, конверсационный анализ, взаимодействие на рабочем месте
Для цитаты: Руднева Е.А. Отсутствие ответа в нейроразнообразном взаимодействии: анализ случаев из инклюзивной ма-
стерской // Аутизм и нарушения развития. 2023. Том 21. № 3. C. 37—47. DOI: https://doi.org/10.17759/autdd.2023210305
Introduction of some of them often include isolation in special care

institutions. Others have never been diagnosed, strug-
Work opportunities for most people with mental dis- gling with communication and sometimes considered
abilities3 in Russia are rather limited. Life trajectories strange (including those with ASD who develop ways
Перевод статьи на русский язык читайте на сайте журнала «Аутизм и нарушения развития» в № 3, 2023 по ссылке: https://psyjournals.
2
ru/journals/autdd.
3
People with mental disabilities are a diverse category which includes individuals with various conditions like autism and mental retardation.
This nomination is a translation of a popular Russian term, which is interpreted as rather neutral than biased (unlike in English). Another common
Russian nomination, particularly in the context of inclusivity, is people with mental peculiarities, which is a word-by-word translation and has no
correspondent equivalent in English.
The term neurodivergent, used in the article, is considered more progressive in English, but is known to very few people in Russia. This term
usually refers to people with ASD, but often embraces all kinds of other conditions, some of which are framed as illnesses or disorders in other
areas. The corresponding ideology of neurodiversity refers to the variance in brain function and cognition which is not visible, but can be detected
through interaction. According to this ideology, “people experience and interact with the world around them in many different ways; there is no

Rudneva E.A.
Missing Responses in Neurodiverse Interaction: Case Study of an Inclusive Worksho7
to “camouflage” their autistic traits [9]). However, tions in clinical linguistics [5]). As a result, commu-
with ideologies shifting and public awareness raising, nication disruptions are attributed to what is called
the situation around workplace inclusivity is starting cognitive or pragmatic impairment.
to change. One of the current options is offered by the An alternative approach has developed in the field
so called “inclusive workshops for people with mental of conversation analysis. Within the approach, analysis
peculiarities”, where neurodivergent employees (in- of video or audio recordings includes verbal and em-
cluding those with ASD) make furniture and pottery, bodied actions by all participants, in this case both au-
design, cook or sew, getting a regular pay. The offi- tistic and neurotypical (see, for ex., [11]), and focuses
cial website of the workplace where I collected data on the functions of actions, including those stereo-
for the study provides ideologies behind such projects: typically associated with autism, like echolalia and set
“workshops, where an adult with mental peculiarities expressions [6; 10]. Studies within conversation anal-
can get a job and live normally”, “we created inclusive ysis have revealed the role of neurotypical individuals
workshops to make sure everyone is equal”. in making the interaction “atypical” [23]. Enriching
Few publications have focused on social and or- conversation analysis with anthropological approach
ganisational aspects of employment opportunities for enables to connect features of autistic communication
neurodivergent people (see, for ex., [1; 8; 16]). Though with cultural and social constraints [17].
inclusivity in the working environment draws research- Within conversation analysis, the basic units
ers’ interest, most studies are based on questionnaires building up any talk are turns which participants
and interviews [1; 8; 16]. These mention some positive take in it, and adjacency pairs. In an adjacency pair,
effects on the work process, for example, an HR-man- like a question and an answer, a first pair part “makes
ager points out that involving employees with autism relevant a limited set of possible second pair parts”
made the team more “disciplined” and “responsible” [21, p. 16]. As E. Schegloff puts it, “if such a second
[1, p. 381]. The idea of considering many factors in a pair part is not produced next, its non-occurrence is
model of ecosystem [16, p. 9] as well overlooks interac- as much an event as its occurrence would have been”
tion at the microlevel, though highlighting the impor- and “we can then speak of it as a “noticeable absence”
tance of soft skills [16, p. 7]. Face-to-face interaction in or an “official absence” or a “relevant absence” [21,
the workplace seems to be unfairly understudied. One p. 20]. Missing second pair parts violates the funda-
of the possible explanations lies in perceiving the fact mental sequence organisation principle and disrupts
of employment itself as a success not only by ordinary coherence. Getting no response to your first pair part
people [16, p. 6], but by researchers as well. Thorough can frame your contribution as somehow irrelevant
analysis of what is happening in the existing work en- and, on the emotional level, make you feel ignored or
vironments can help to understand their problems, sug- unappreciated.
gesting ideas for improvement. Conversation analysis has been used as a method
There is a substantial gap in research into neurodi- for assessing social communication involving people
verse interaction in the workplace based on naturally with ASD. For instance, [25] describes a case, when
occurring data. Addressing the gap, the study aims to conversation analysis helped parents “to become more
investigate interactional challenges of an inclusive attuned to the influences of the family’s interactional
workplace through analysing video recordings. The dynamics” on their child’s communication, benefitting
article discusses dialogues involving neurodiverse from his echolalic communication and “embracing
participants, revealing the interactional and social the idea of building interactions around his preferred
reasons behind missing a response and what is done scripts” [25, p. 38] (to see a more detailed guideline
after the disruption. of how conversation analysis research can be used by
speech therapists, see [15]).
This approach can be related to Damian Milton’s
Conversation Analysis of Neurodiverse “double-empathy problem”, which states explicitly
Interaction that misunderstanding is not located in the autistic
mind [12]. It is argued that communication between
People with disorders are often blamed for com- two speakers of different neurotypes is troubled by “a
munication failures. In line with lay stereotypes, most disjuncture in reciprocity between two differently dis-
research has focused on the speech of neurodivergent posed social actors” [12, p. 884], “who hold different
people in experiments and tests (see, for ex., publica- norms and expectations of each other” [13, p. 1]. The
one "right" way of thinking, learning, and behaving, and differences are not viewed as deficits” [2] (for critical overview and history of the term see
also [18]). The terms neurodivergent, neurotypical, neurodiverse are often preferred in the article, because they do not focus on the diagnosis of some
participants of interaction, but rather on the differences and on what is going on among all participants. The very core idea of “different, not less”
[7, p. 23] suggests another perspective to look at interaction involving people with ASD.

model of “double-empathy problem” and conversation The following symbols are used in this article:
analysis enable to view interaction from the neurodi- ++ descriptions of N’s embodied actions
verse perspective [24]4. %% descriptions of M’s embodied actions
∆∆ descriptions of A’s embodied actions
** descriptions of R’s embodied actions
Methods and Ethics ÷ ÷ descriptions of P’s embodied actions
*---> The action described continues across subse-
The whole dataset for the study comprises 20 quent lines until the same symbol is reached.
hours of videos recorded in “inclusive workshops for >> The action described begins before the ex-
people with mental peculiarities” in St. Petersburg, cerpt’s beginning.
Russia. I visited the organization as a volunteer for --->> The action described continues after the ex-
about 2 months in January and February of 2020, at- cerpt’s end.
tending the pottery and the graphic workshops regu- ..... Action’s preparation.
larly. Episodes containing communication disrup- ---- Action’s apex is reached and maintained
tions were extracted from the recordings for further ,,,,, Action’s retraction
multimodal analysis. The collection of missing re- The following traditional conversation analytical
sponses to questions and requests or directives con- symbols are used below:
tains 12 cases. The main method of approaching data ºivanovº Quieter than surrounding talk
is conversation analysis, enriched by the multimodal >ivanov< Slower than surrounding talk
transcription system developed by L. Mondada [14]. [ ] Overlapping utterances
This was backed up with ethnographic methods: par- (0.2) Timed silences in tenths of a second
ticipant observation, interviews, and keeping a diary. . Falling ending intonation contour
The chosen qualitative approach allows to note de- ? Rising questioning intonation contour
tails in neurodiverse interaction overlooked by other (???) Illegible speech sounds
methods. Its main limitation resides in the justifica- Speech lines are given in bald and numbered.
tion of broader conclusions based on a limited collec- The translation is hyphenated (for more details see
tion of cases. [21]).
As I was told by the organisation’s director, all Cases 1—3 were extracted from a video recorded
employees sign a paper allowing their photo taking in a graphic workshop and each involves missing
and video shooting. Besides that, each time I asked second pair parts to either a question or a directive
all those present for the consent before turning my of the same neurodivergent participant N. The anal-
phone camera on. As for the goals of video shooting, I ysis of case 1 contains some reflecting on other chal-
explained that it was done “for the purpose of science” lenging issues provoked by data. In case 4 a neuro-
and that I was planning to watch and analyse the re- typical instructor, trying to get an a neurodivergent
cordings as a linguist. employee P. to accomplish a task, gets no responses
In general, participants, including instructors and to some of her directives and misses an answer to
volunteers, are not informed about employees’ health P.’s question.
conditions, with a few exceptions. The article analyses
4 extracts, involving 3 main adult participants diag-
nosed with ASD: their diagnoses were explicitly an- Results and discussion
nounced for the public in the official publications of
the organization. Names were changed. Case 1
The episode below has four main participants, two
Transcription System of which are neurodivergent employees, N. and S.
The transcription below follows the main prin- (ASD), and two instructors. N. and S. work as artists
ciples of conversation analysis and the system devel- in the graphic workshop, creating designs for calen-
oped by L. Mondada, where descriptions of embodied dars, notebooks, mugs, and other products. They got
actions are marked by two identical symbols (one to know each other in the workshop and became close
symbol per participant) which are synchronized with friends. The young men often enjoy their interactional
the stretches of talk [14]. patterns for two, modelling popular TV quiz shows or
4
It is needless to note that there are other models of autism, most of which developed opposing the medical pathological approach. They can
be presented as a spectrum, as suggested by Nikolas Chown in his talk at the “Critical Autism Studies Conference”: not fully moral human beings
(lack theory of mind, empathy), psychiatric pathology, broader autism phenotype (ABA), everyone is a little autistic, sensorimotor difference akin to
sight loss (predation error theory), behaviour to be normalized, natural human difference (monotropism/ polytropism), no such thing as autism as we
know it [4]. The core differences in these models also justify the need to make an attempt to look at neurodiverse interaction from the more unbiased
descriptive perspective.

Rudneva E.A.
Case 1

playing numbers, when they take turns saying dates in is making holes in paper. They cannot see N.’s gaze,
order, for example, dates of birth or of opening metro but they must be hearing his voice. Managing mul-
stations. In the video, N. and S. are in the middle of tiactivity and prioritising the main aspects of an in-
fulfilling the work project: they are assigned to draw clusive workshop, which are inclusivity and work,
all participants of the workshops, including employ- poses a challenge for the environment.
ees, volunteers, and instructors. The second ground resides in dividing into
M. and A. are two instructors. They are using the pairs, which is natural for multiparty interaction
bookbinder to make notebooks, which are one of the [22]. The two pairs of employees and instructors
products of the workshop brand. While doing this are having two parallel conversations. Step-by-
manual work, M. and A. are discussing work-related step multimodal analysis reveals timing of the two
issues between themselves. conversations and in which ways they intertwine
There are at least three other people present in the with each other and bodily actions. Both times,
room at the moment, two of which are other employ- when N. is asking his question, no one else is speak-
ees (they can be seen in figure 1, on the left and on the ing. It may not be occurring to A. and M. that the
right) and a volunteer, the author of the paper. F., who they are to take turns in what seems to them to
is being discussed, has just left the room. At least one be N. and S.’s dialogue. A possible ground could be
other person enters the room during this interaction that the instructors are used to N. and S.’s language
episode. Besides the four main interlocutors, one more games which often include series of questions. On
voice is heard (X). the contrary, N.’s presumptions are different, he is
In order to fulfil their task of sketching all the expecting a reply from instructors, looking at them
people involved in the organisation, N. and S. are and waiting.
using photographs taken in the workshops. N. some- This division into pairs by the participants’ roles
times asks for extra information, like a person’s date (instructors vs employees) also follows the criterion
of birth, how long he has been involved in the work- of the neurotype (neurotypical vs neurodivergent
shop or if he was present in the workplace on some people). This principle of pairing can be described as
day. N. and S. are pronouncing the middle name (dis)abilities and power distribution and seen as a chal-
Ivanovich of a person (lines 1—3), and then his last lenge of such workplaces. The situation seems to be
name Ivanov (3, 5, 10, 11). more balanced in cases when volunteers take a more
Meanwhile, M. and A. are discussing work or- active part in the interaction and when there is only
ganisation (6, 9, 12, 15, 16). A particular matter one instructor present in the room putting an effort
of concern for them is how long F. has been in the into maintaining inclusive interaсtion.
workshop today and what he has accomplished. The intonation contour of the first question fol-
From the instructors’ perspective, the young man lows its rising pattern for a Russian question in-
is often reluctant to work hard and prefers relax- tonation [3]. The overall tone is inquiring, rather
ing. As it appears to them, he has not done anything non-expressive in the manner as if it were one of the
during the first half of the day. Reluctance to be en- series of checking questions. Having received no an-
gaged can be observed in any workplace, but here swer, N. reframes his question, addressing S., who
there are hardly any instruments to get employ- is still busy with his drawing (14). N. repeats his
ees work if they do not want to. This is one of the question with the intonation more distinct on the
challenges instructors have not been prepared for, second syllable of the word rabotaet. Receiving no
since the main ideology is providing needed jobs for answer again, N. drops the issue, going on to discuss
those who otherwise would be much less involved the date of birth — April, 30, 2004 (lines 22—25).
socially. It is important to point out that some neu- He pays attention to the detail that the 30th is the
rodivergent people may be regarded as “lazy” from last day of April (24).
a neurotypical perspective due to misunderstanding
their experience (it might be harder for them to ac- Case 2
complish a seemingly easy task). The setting and the main participants are the same
In line 11 N. is asking whether Ivanov works as in case 1. N.’s question has a rather atypical gram-
for the inclusive café “Cucumbers”, which is also a matical structure (1). When getting no answer to
part of the organisation, but is situated in a differ- his question, he adds a vocative in the form of polite
ent building. N.’s hearable question is not followed apology, a V-form (2 pers. pl.) (3). A. looks at N. im-
by an answer, and we will consider why. The first mediately after the vocative (figure 2) and inserts a
ground for the “event” in this case is multiactiv- question, asking about the month (5), which functions
ity. When N. is asking his question, which is pro- rather as demonstrating engagement. Getting the an-
nounced with the same loudness, A. and M. are busy swer immediately, she frowns, framing N.’s question as
with their manual work, looking at what they are irrelevant, and gives a response expressing her doubts
doing. A. is putting paper sheets together, and M. about the relevance more explicitly.

Rudneva E.A.
Case 2
Case 3 the V-form), after which he gets a reply — an insert

In this case N. uses an imperative, a V-form (2 pers. question specifying the kind of markers and an offer
pl.), a politeness marker and a pointing gesture (1). to choose (6).
With no reply or responsive action, he repeats the ques-
tion without please. Then, the instructor M. suggests Case 4
a modification: addressing the request to a particular This is an extract from a video recorded in a pot-
person (4). N. follows the prompt and readdresses his tery workshop. The main participants are a neurotypi-
question to his neurodivergent colleague (again using cal instructor R, P., neurodivergent employee P., and a
Case 3

volunteer E. In this episode R. is encouraging P. to get clusive form — 2 pers. sg. (16)), expanding the direc-
back to work and make another plate. From the first tive (3), drawing attention by preliminaries (1, 6, 14),
glance it may seem that the two participants are talk- adding argumentation (17—18), relating to the work
ing about different topics, as if not hearing each other. process (10). She also modifies the nature of the direc-
While R. is discussing work issues, P. is continuing tive: instead of asking to make a plate, suggests clean-
talking about animals, seemingly not responding to ing first, using gestures to draw attention and dem-
her requests. The conversation about animals has been onstrate (15). On her behalf, R. misses an answer P.’s
already going on for a while before this episode (last- question about keeping an iguana or a turtle as a pet.
ing for about 17 minutes, longer extracts from the dia- The analysis demonstrates that P.’s switching to
logue have been published and analysed in [19; 20]). work is more step-by-step, more stretched in time, if
The multimodal transcription demonstrates how two compared to R.’s. He switches to work after finishing
courses of actions, namely work and talk about ani- his utterance about animals, first starts to collect clay
mals, are intertwined. crumbles (18) (which is questionably related to the
R. uses a variety of linguistic and strategical means job, since cleaning crumbles is not yet cleaning, but
modifying her directive: adding an address form (4), could be considered a preparatory action). R.’s phases
changing the grammatical structure (1 pers. pl., in- of talk and work are more micro and the courses of
Case 4

Rudneva E.A.
activities are more intertwined, she talks about both of the issue, whether it is work-related) or persist in
work and talk (sometimes can do talking and manual trying to get the answer. Analysis demonstrates vari-
work at the same time). The differences in switch- ous reactions to absence of second pair parts and fol-
ing from one course of action to another between the lowing strategies:
neurodivergent and neurotypical participants may be • repeating the question/ directive
attributed to different understandings of the overall • modifying the verb form (in the collection, only
frame and prioritising, focusing on different aspects of by a neurotypical participant)
context. On the whole, as demonstrated, a second pair • adding a vocative
part is missed by both neurodivergent and neurotypi- • readdressing the question
cal participants. Moreover, what may seem as a miss- • adding bodily actions: e.g. looking at the ad-
ing response to a directive is not always the case, since dressee
the participant with ASD responds to the directive • suggesting how to modify another person’s
with bodily actions, though sometimes delayed. phrase (instructor’s role)
• adding argumentation (instructor’s role)
• changing the nature of request (instructor’s
Conclusion role)
The analysis of the collection of cases enables to
Analysis of interaction at the microlevel demon- draw conclusions about differences in the actions tak-
strates various grounds for missing a response to a en by neurotypical and neurodivergent participants
question or a request/ directive. First, coherence of when they get no reply. The first ones demonstrate
talk is challenged by multiactivity, which is in the very more elaborate strategies, modifying the question or
nature of an inclusive workshop, and the differences in directive (including grammatical structure), draw-
prioritizing talk or work. What is important and rel- ing attention in different ways, using various bodily
evant varies from a person to person, which becomes actions and argumentation. Neurodivergent partici-
more salient in neurodiverse communication. Another pants tend to repeat the wording, not modifying the
reason for coherence disruption is division into pairs main clause, or wait. The strategies used by one of
(2 neurotypical instructors and 2 neurodivergent em- the employees with ASD include adding a vocative
ployees). In addition, neurodivergent people follow and a politeness marker, readdressing the request to
different interactional patterns, playing unique lan- a particular person (after the instructor’s suggestion),
guage games, which are not supported by neurotypical slightly adjusting the intonation.
colleagues. Sometimes, communication can be influ- The findings can help to understand neurodiverse
enced by stereotypes about the condition: for example, interaction and the challenges inclusive work envi-
repetitive actions including questions could be inter- ronments are facing. Awareness about possible inter-
preted as irrelevant stimming, not requiring a second actional challenges helps to create a more effective
pair part. The cases analyzed in the article do not show and ecological work environment. Results of the study
all possible situations and mostly contain questions can be implemented when introducing inclusivity in
and directives which are somehow work-related, ex- the workplace. One of the possible solutions to chal-
cept for the question about animals in case 4. lenges caused by interlocutors’ dividing according to
As demonstrated, both neurotypical and neurodi- their neurotypes and job positions could be delegating
vergent participants miss second pair parts for various the instructor’s role to a neurodivergent person.
grounds. Then, there are the two basic options: drop The figures 1 and 2 show frames of a video recording
the issue (which can be done depending on the nature (with a special effect for anonymisation).
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Information about the author

Ekaterina A. Rudneva, PhD in Philology, researcher, laboratory of anthropological linguistics, Institute for Linguistic Studies, Russian
Academy of Sciences, Saint Petersburg, Russia, ORCID: https://orcid.org/0000-0002-3502-4390, e-mail: katja1985mt@yandex.ru
Информация об авторе
Руднева Екатерина Алексеевна, кандидат филологических наук, научный сотрудник лаборатории антропологической линг-
вистики, Институт лингвистических исследований РАН, г. Санкт-Петербург, Российская Федерация, ORCID: https://
orcid.org/0000-0002-3502-4390, e-mail: katja1985mt@yandex.ru


2023. Т. 21. № 3. С. 48—53 2023. Vol. 21, no. 3, pp. 48—53
The Problem of Attitude Normally Developing Adolescents

to Inclusive Health Improvement
Olga Yu. Svetlakova

Belarusian State Pedagogical University named after Maxim Tank,
Minsk, Republic of Belarus
ORCID: https://orcid.org/0000-0002-9586-8691, e-mail: olgiza923@gmail.com
Objectives. Health improvement in an inclusive environment allows adolescents with special needs not only to
improve their health, but also promotes their socialization and integration. Normally developing adolescents have
another opportunity to make new friends and to develop the most important quality — tolerance. The attitude of
normally developing adolescents to inclusive health improvement in the conditions of summer country camps in the
Republic of Belarus was studied in order to determine the characteristics of the formation of an inclusive culture.
Methods. The empirical study involved adolescent children (N=412), a total of 263 girls and 149 boys, who under-
went health improvement in nine summer camps in the Republic of Belarus. Age of respondents: 13—16 years. We
used the author’s questionnaire, which includes the following content blocks: understanding the importance of in-
clusive health improvement, readiness for health improvement, experience of interaction with children with special
needs, problems of joint health improvement.
Results. Half of the adolescents surveyed recognize the importance of inclusive health improvement, but only 20%
expressed their willingness to participate in it. The respondents identified non-acceptance and negative attitudes
from peers, problems in communication and interaction as the main difficulties for the child with special needs. The
majority of participants (90%) do not have regular experience of communicating with children with special needs,
and 27% of adolescents identify the expected difficulties in communication as the main obstacle. None of the adoles-
cents who participated in the study wrote about their negative attitude towards children with special needs, but 44%
assume that others will offend such peers.
Conclusions. Participants in children’s health camps of adolescence generally have a positive attitude towards the
idea of inclusive shifts, while their personal unpreparedness for inclusive health can be explained by the lack of experi-
ence interacting with children with special needs. 44% of adolescents have an unclear attitude towards inclusion and
children with special needs, and competent educational work on the part of teachers will help change this attitude to
a positive one, increasing an inclusive culture.
Keywords: adolescents with special needs, normally developing adolescents, inclusive health improvement, inclusive
culture, inclusive shifts, summer country camps
Acknowledgements: The author are grateful for assistance in data collection PhD in Psychology Lemekh E.A.
For citation: Svetlakova O.Yu. The Problem of Attitude Normally Developing Adolescents to Inclusive Health Improvement. Au-
tizm i narusheniya razvitiya = Autism and Developmental Disorders, 2023. Vol. 21, no. 3, pp. 48—53. DOI: https://doi.org/10.17759/
autdd.20230305 (In Russian; abstract in English).
CC BY-NC

Svetlakova O.Yu.
The Problem of Attitude Normally Developing Adolescents to Inclusive Health Improvemen
tAutism and Developmental Disorders. 2023. Vol. 21, no. 3, pp. 48—53
Проблема отношения нормально развивающихся подростков

к инклюзивному оздоровлению
Светлакова О.Ю.
Белорусский государственный педагогический университет
имени Максима Танка (БГПУ),
г. Минск, Республика Беларусь
ORCID: https://orcid.org/0000-0002-9586-8691 e-mail: olgiza923@gmail.com
Актуальность и цель. Оздоровление в инклюзивной среде позволяет подросткам с особенностями психофи-

зического развития (ОПФР) не только улучшить здоровье, но и содействует их социализации и интеграции.
Нормально развивающимся подросткам открывается еще одна возможность для приобретения новых друзей,
для воспитания важнейшего качества — толерантности. С целью определения особенностей сформирован-
ности инклюзивной культуры изучалось отношение нормально развивающихся подростков к инклюзивному
оздоровлению в условиях летних загородных лагерей Республики Беларусь.
Методы и методики. В эмпирическом исследовании участвовали дети подросткового возраста (N=412), всего
263 девочки и 149 мальчиков, проходившие оздоровление в девяти летних лагерях Республики Беларусь. Воз-
раст респондентов: 13—16 лет. Использовалась авторская анкета, включающая следующие содержательные
блоки: понимание значимости инклюзивного оздоровления, готовность к совместному оздоровлению, опыт
взаимодействия с детьми с особенностями психофизического развития, проблемы совместного оздоровления.
Результаты. Половина опрошенных подростков признают значимость инклюзивного оздоровления, однако
готовность участвовать в нем высказали только 20%. В качестве основных трудностей для ребенка с ОПФР ре-
спонденты указали непринятие и негативное отношение со стороны сверстников, проблемы в коммуникации
и взаимодействии. Большинство участников (90%) не имеют регулярного опыта общения с детьми с ОПФР,
и именно ожидаемые трудности в общении выделяют для себя как основное препятствие 27% подростков.
Ни один из участвовавших в анкетировании подростков не написал о своем негативном отношении к детям с
ОПФР, однако 44% предполагают, что другие будут обижать таких сверстников.
Выводы. Участники детских оздоровительных лагерей подросткового возраста в целом позитивно относятся
к идее инклюзивных смен, при этом их личную неготовность к инклюзивному оздоровлению можно объяс-
нить отсутствием опыта взаимодействия с детьми с ОПФР. Для 44% подростков характерно неопределенное
отношение к инклюзии и детям с ОПФР, и грамотная просветительская работа со стороны педагогов поможет
изменить такое отношение на позитивное, повысив инклюзивную культуру.
Ключевые слова: подростки с особенностями психофизического развития (ОПФР), нормально развивающи-

еся подростки, инклюзивное оздоровление, инклюзивная культура, инклюзивные смены, летние оздорови-
тельные лагеря
Благодарности: Автор благодарит за помощь в сборе данных для исследования научного руководителя, кандидата психо-
логических наук Е.А. Лемех.
Для цитаты: Светлакова О.Ю. Проблема отношения нормально развивающихся подростков к инклюзивному оздоровле-
нию // Аутизм и нарушения развития. 2023. Том 21. № 3. C. 48—53. DOI: https://doi.org/10.17759/autdd.2023210305
Introduction conditions of a stationary health camp with a round-

the-clock stay are caused by the following factors: the
Implementation of inclusive education concepts absence of the educational process, children’s living
is a priority direction in development of general and apart from the family in educational institutions with
special education in Belarus. Children with special de- unfamiliar teachers and children, short-term function-
velopmental needs should be provided with the same ing of children’s collectives [3]. The practice of inclu-
educational opportunities as their typically develop- sive health improvement in the Republic of Belarus is
ing peers, including recreation in summer camps. The currently going through a formative stage. Teachers
formation of an inclusive culture in the subjects is the and children are not always prepared for interaction
key direction of creating an inclusive educational en- with children with special needs. The inclusion of a
vironment in a health camp [13]. The peculiarities of child with special developmental needs in the health
the implementation of the educational process in the improvement process can be hindered by negative at-

Проблема отношения нормально развивающихся подростков к инклюзивному оздоровлению
titudes, stereotypes and prejudices of peers and teach- into account psychological characteristics, adolescent
ers, as well as parents of normally developing children girls more often agree to fulfil the requests of adults,
[13]. Identification of the peculiarities of the forma- show greater interest in communication, self-discov-
tion of inclusive culture in all participants of inclusive ery and self-analysis.
health improvement will help to determine the con- The survey was conducted in 2018—2019 in the
tent, methods and techniques of work in this area. following educational and recreational institutions:
The UN Convention on the Rights of Persons with National Children’s Educational and Recreational
Disabilities defines disability as the result of “the in- Centre “Zubrenok”, 8 recreational camps in Grodno,
teraction that occurs between people with disabilities Minsk and Mogilev regions of the Republic of Belarus.
and attitudinal and environmental barriers, which To study children’s willingness to participate in in-
prevents their full and effective participation in soci- tegrative health improvement, we chose such a ques-
ety on an equal basis with others” [4, p. 3]. Formation tionnaire method as a verbal-communicative method
of stereotypes and prejudices in people’s minds, stig- that allows us to draw conclusions about the charac-
matisation and discrimination are not the result of a teristics of their perceptions and attitudes to the stud-
person’s disability or peculiarities in development, but ied phenomena based on respondents’ answers.
a consequence of the lack of adequate attitudes and Four questions of the questionnaire were closed and
low level of inclusive culture in society. assumed the choice of a preferred option from the pro-
The analysis of modern publications shows that posed ones. Five questions were open-ended and assumed
most studies are aimed at substantiating the impor- independent answer formulation by the respondent.
tance of inclusive education, studying the peculiarities All questions were divided into several content
of social attitudes to the idea of inclusive education blocks.
and to children with disabilities, determining teach- 1. Understanding the significance of inclusive
ers’ readiness to work in inclusive environments [1; health improvement.
2; 5, etc.]. Significantly fewer works present data on 2. Readiness for joint health improvement.
children’s attitudes towards inclusive education [6; 7]. 3. Experience of interaction with children with
In E.V. Shengaltz’s work, on the one hand, a posi- SDN.
tive attitude of high school students towards inclusive 4. Challenges of joint health improvement.
education was revealed (85% of respondents have a
positive attitude towards the fact that a child with
disabilities will study in their school, 54% believe Results
that children with disabilities should study together
with healthy children). On the other hand, there are Understanding the significance of inclusive health
doubts about the success of inclusive education imple- improvement.
mentation (only 31% of respondents assess inclusive The first block included a closed question: “Do
education as pleasant for children with disabilities and you think there is a need for camp shifts where both
35% — for normally developing peers) [6]. normal children and children with developmental dis-
The problem of implementing inclusive recreation abilities, children with disabilities (e.g., blind, hearing
and health improvement in modern research is consid- impaired, cerebral palsy, autism, etc.) would be pres-
ered in two aspects: creating inclusive space in chil- ent at the same time? Half of the teenagers who took
dren’s camps [9; 10] and characteristics of inclusion part in the survey answered positively, 26 per cent
of children with various developmental disorders in gave a negative answer and 24 per cent of the respon-
inclusive camps [8; 11; 12; 14]. dents found it difficult to answer.
However, I have not found any empirical studies Next, they were asked to explain their choice. Pro-
aimed at studying the peculiarities of the attitudes of ponents of joint health improvement explained their
typically developing children towards inclusive health position: all children have the same rights; it is neces-
improvement. sary for communication, development of communica-
tion skills of all; it is necessary for inclusion of children
with special needs in society; it is interesting for all; all
Methods will become kinder, more tolerant to each other.
Teenagers who think that inclusive shifts are not nec-
The proposed study involved 412 adolescent chil- essary, give the following arguments: negative attitude to
dren who were on holiday in a summer health camp. children with special needs by other children is possible;
The age of the respondents: from 13 to 16 years, aver- there will be difficulties in understanding and commu-
age age — 15 years; a total of 263 girls and 149 boys. nication; children with special needs will be uncomfort-
The difference in the ratio of the number of respon- able; children with disabilities need special conditions.
dents of different sexes is explained by the fact that A closed question “If you think that joint shifts are
the questionnaire was conducted at will and, taking necessary, in your opinion, what would be the best

Svetlakova O.Yu.
way to organise them?” was used to explore teenag- respondents noted that they had no experience of in-
ers’ perceptions of the possibilities of organising joint teracting with children with SDN, and 17% found it
shifts. The following answers were received: difficult to answer.
— separate detachment for children with develop- Interactions with children with SDN took place in
mental disabilities — 48% of respondents; the following settings: casual acquaintance, at school,
— children with disabilities are in groups together in the playground, neighbours.
with normal children — 28% of the surveyed teenag- Next, respondents indicated children with which
ers; developmental disabilities they communicated with
— 24% of those who took part in the questionnaire (it was possible to choose several options for answer-
found it difficult to answer. ing the question, some children did not indicate an an-
swer, so the sum of the total number of choices does
Readiness for joint health improvement. not add up to 100%): with locomotor disorders (16%);
This block included a question assessing the readiness with hearing impairment (12%); with mental devel-
of normally developing adolescents for health improve- opment disorders (learning difficulties) (6%); with vi-
ment in the conditions of inclusive camp shifts: “Would sual impairment (6%); with speech impairment (5%);
you like to have children with developmental disabilities with intellectual disability (4%); with autism (11%);
in your group? The following data were obtained: only 20 with Down’s syndrome (3%); don’t know what kind of
per cent of teens surveyed agreed, 36 per cent answered impairment (6%).
negatively, and 44 per cent found it difficult to answer.
Then they were asked to explain their choice. Challenges of joint health improvement.
It should be noted that 44 per cent of the surveyed The questions in this block revealed adolescents’
teenagers found it difficult to explain their position. perceptions of the problems that may be encountered
Adolescents who expressed readiness for joint health by children with SDN and normally developing chil-
improvement indicated the following arguments: ev- dren in inclusive settings.
eryone has equal rights; I want to learn to understand As the main difficulties that a child with SDN may
such children; I want to help such children; it is inter- face, respondents indicated (it was possible to choose
esting; it will teach tolerance to all children. several options for answering the question, so the sum
Teenagers, who expressed their unwillingness to of the total number of choices does not amount to
undergo recuperation in the summer camp together 100%):
with children with SDN, explained their choice in the — negative attitude, disrespect, will be offended —
following way: I do not know how to communicate, 44%;
I will not find an approach; other children will hurt — difficulties in communication and interaction
them; they will be uncomfortable; all children will be with children — 23%;
uncomfortable. — misunderstanding — 7%;
Analysis of first and second block data revealed that — difficulties in adaptation — 9%;
while half of children had positive attitudes towards — lack of special conditions — 6%;
inclusive change, only 20% of young people were pre- — find it difficult to answer — 12%.
pared to engage in such dialogue. Difficulties in com- Adolescents see the main difficulties that respon-
munication and the risk of negative attitudes from dents themselves may face:
other peers are cited as the main concerns. A significant — difficulties in communication — 27%;
proportion of young people (between a quarter to 44 — misunderstanding — 11%;
per cent depending on the question) are character- — excessive emotional reaction (pity, embarrass-
ised by uncertain attitudes towards integration and ment, fear) — 7%;
children with disabilities, and competent educational — it will be uncomfortable — 4%;
work by teachers will help to change these attitudes to — I don’t know how to help, how to communi-
positive ones. It is also interesting to note that none of cate — 2%;
the young people who responded to the questionnaire — find it difficult to answer — 20%;
wrote about their negative attitudes towards children — do not see difficulties — 20%.
with disabilities, while at the same time pointing out Adolescents’ perceptions of possible difficulties are
that “others” might offend and insult such children. largely related to their lack of experience in interaction
and are based on traditional stereotypes and prejudices.
Experience of interaction with children with SDN.
The questions in the third block allowed us to as-
sess the experience of interaction with children with Conclusions
SDN. Only 10% of respondents indicated that they
had regular experience of interacting with them, 36% The empirical study showed that normally devel-
had interacted with such children only once; 37% of oping adolescent children, who generally understand

Проблема отношения нормально развивающихся подростков к инклюзивному оздоровлению
the importance of inclusive health improvement, have and projects his or her fears and concerns onto that
a positive attitude towards the idea of inclusive shifts, peer. At the same time, an important resource is the
but have no experience of interacting with children absence of negative attitudes towards children with
with SDN and are not yet ready for inclusive health im- disabilities among modern adolescents, interest and
provement. The tendency of some adolescents to have desire to establish contact with them, which should be
a negative attitude towards the idea of inclusive shifts taken into account when organizing inclusive health
can be explained by the immaturity and subjectivity of improvement.
their personal position and limited experience of inter- If the teachers are ready to work in inclusive con-
acting with children with SDN. Therefore, it is neces- ditions, if the inclusive health improvement is practi-
sary to work systematically with children to develop a cally implemented and if the institution has a suitable
tolerant attitude towards children with SDN. In this educational environment, the children can have the
case, the situation of a health camp, where children are experience of shared leisure time and the anxiety of
not engaged in educational activities, but are constant- the children can be alleviated. However, it is impor-
ly in a group of peers and reference adults for them, cre- tant to remember that including children with dis-
ates favourable conditions for working in this direction. abilities in recreational activities with typically devel-
It is also important to note that the concerns are oping children does not automatically mean creating
not about discomfort for the adolescent, but about dis- an atmosphere of acceptance and tolerance. There is
comfort for the child with SDN, possible negative peer a need for constant and purposeful work of the whole
attitudes and difficulties in communication. This can teaching staff to create an inclusive culture: to iden-
be explained by the fact that the need to belong, to be tify and destroy stereotypes, to form positive attitudes
included in a peer group, is one of the most important towards children with disabilities and inclusive health
needs of adolescence. Fearing isolation and negative improvement, communication skills, to create a fa-
peer attitudes, the adolescent imagines a peer with vourable psychological climate in the children’s col-
SDN who is even more vulnerable than he or she is, lective.
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Olga Yu. Svetlakova, PhD in Education, Associate Professor Department of Special Pedagogy, Institute of Inclusive Education,
Belarusian State Pedagogical University named after Maxim Tank, Minsk, Republic of Belarus, ORCID: https://orcid.org/0000-
0002-9586-8691 e-mail: olgiza923@gmail.com
Светлакова Ольга Юрьевна, кандидат педагогических наук, доцент кафедры специальной педагогики, Институт инклюзив-
ного образования, Белорусский государственный педагогический университет имени Максима Танка (БГПУ), г. Минск,
Республика Беларусь, ORCID: https://orcid.org/0000-0002-9586-8691 e-mail: olgiza923@gmail.com


2023. Т. 21. № 3. С. 54—61 2023. Vol. 21, no. 3, pp. 54—61
CLINICAL CASE
КЛИНИЧЕСКИЙ СЛУЧАЙ
Application of the Video Modeling Method for the Social Skills

Formation in a Child with ASD
Olga S. Dukhanina
Moscow, Russia
ORCID: https://orcid.org/0000-0001-7766-6191, e-mail: duhaninaos@mgppu.ru
Objectives. Social interaction dysfunction is one of the main dysfunctions that are present in varying degrees of
severity in all children with autism spectrum disorders (ASD). Social skills training in children with this diagnosis is
always needful because it is very difficult for a person with ASD but very necessary for adaptation in society.
Methods. The video modeling method is one of the scientifically based methods that uses digital technology to re-
cord and demonstrate goal behaviors or skills. The article presents the case that describes the work of the social skills
forming for 7-year-old boy with ASD. The work was realized at the school using the video modeling method. There
were used the scales “Play and leisure”, “Social interaction” from Methods of assessing basic speech and learning skills
ABLLS-R to diagnose the skills of social interaction.
Results. Before the training there were found that boy hadn’t got skills of a request addressed to classmates and game
interaction with them, bud he had aggression towards classmates. At the end of training, according to the observa-
tions of the teacher and specialists of the support service, the boy’s problematic behavior episodes decreased. The boy
began to express the request with speech more often, to play action games at recess, a board game as well. The boy’s
results increased from 15 to 27 points on the “Play and Leisure” scale, from 17 to 29 points on the “Social Interaction”
scale of The Assessment of Basic Language and Learning Skills ABLLS-R.
Conclusions. According to the results of the work, it is assumed that after large-scale testing the method of video
modeling might be further used to develop the skills of play and communication in children with ASD who study with
adapted education program (option 8.2) and do not have severe memory, attention and visual perception deficits.
Keywords: autism spectrum disorders (ASD), video modeling, The Assessment of Basic Language and Learning
Skills (ABLLS-R), skills training, play skills
For citation: Dukhanina O.S. Application of the Video Modeling Method for the Social Skills Formation in a Child with
ASD. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2023. Vol. 21, no. 3, pp. 54—61. DOI: https://doi.
org/10.17759/autdd.2023210306 (In Russian; abstract in English).
CC BY-NC

Dukhanina O.S.
Application of the Video Modeling Method for the Social Skills Formation in a Child with ASD
Применение метода видеомоделирования при формировании

социальных навыков у ребенка с РАС
Духанина О.С.
Московский государственный психолого-педагогический
университет (ФГБОУ ВО МГППУ)
ORCID: https://orcid.org/0000-0001-7766-6191, e-mail: duhaninaos@mgppu.ru
Актуальность и цель. Нарушения социального взаимодействия составляют часть триады основных призна-
ков, наблюдаемых у всех детей с расстройствами аутистического спектра (РАС). Поскольку овладение со-
циальными навыками, необходимыми для обучения и адаптации в обществе, у ребенка с РАС сопряжено с
трудностями, работе по их развитию уделяется особое внимание. Для формирования и развития социальных
навыков в ряду других применяется метод видеомоделирования.
Методы и методики. Видеомоделирование — научно обоснованный метод, включающий использование циф-
ровых технологий для записи и демонстрации целевого поведения или навыков. Представлен кейс с описа-
нием работы педагога-психолога по формированию социальных навыков у 7-летнего мальчика А., имеющего
РАС. Занятия проводились в школе в течение полугода с использованием метода видеомоделирования; дома
ребенку также демонстрировались видеозаписи. Диагностика навыков социального взаимодействия у ребенка
проводилась по шкалам «Игра и проведение досуга», «Социальное взаимодействие» Методики оценки базо-
вых речевых и учебных навыков (Assessment of Basic Language and Learning Skills Revisited, ABLLS-R).
Результаты. До начала занятий у А. выявлены: отсутствие навыка просьбы, адресованной одноклассникам,
отсутствие игрового взаимодействия с ними, агрессия по отношению к одноклассникам. По окончании цикла
занятий, по наблюдениям учителя и специалистов службы сопровождения, у мальчика сократилось количе-
ство эпизодов проблемного поведения при взаимодействии со сверстниками. Он стал чаще выражать просьбу
словами, играть в подвижные игры на переменах, в настольную игру. По результатам диагностики, по шкале
«Игра и проведение досуга» показатели ребенка улучшились с 15 до 27 баллов и по шкале «Социальное взаи-
модействие» улучшились с 17 до 29 баллов.
Выводы. Результаты работы дают основания предполагать, что метод видеомоделирования после масштабной
апробации может применяться для развития навыков игры и общения у детей с РАС, обучающихся по адап-
тированной основной общеобразовательной программе (вариант 8.2) и не имеющих выраженных нарушений
памяти, внимания, зрительного восприятия.
Ключевые слова: расстройства аутистического спектра (РАС), видеомоделирование, Методика оценки базо-
вых речевых и учебных навыков (ABLLS-R), формирование социальных навыков, навыки игры
Для цитаты: Духанина О.С. Применение метода видеомоделирования при формировании социальных навыков у ребенка
с РАС // Аутизм и нарушения развития. 2023. Том 21. №. 3. C. 54—61. DOI: https://doi.org/10.17759/autdd.2023210306
Introduction on the part of another. In this case, for example, chil-

dren may briefly participate in a joint game, while it
Social interaction disorders are an important di- is fully controlled and directed by a peer [15]. Active
agnostic criterion for autism spectrum disorders, but unusual interaction manifests itself as contact,
along with impaired communication skills, stereo- inappropriate in form or content, initiated most often
typed behaviour, and special/super special interests to satisfy a special interest, not taking into account
[4; 5; 6; 11]. Difficulties in social interaction can be the needs and ideas of other children. Difficulties in
expressed in various forms, for example, in the form of communication in children with ASD sometimes ap-
social alienation — the child’s apparent indifference pear as interaction inherent in children of younger
to others, in making contact only when necessary biological age and insufficiently taking into account
or in a primitive form to receive pleasant sensations the boundaries and desires of the other [2, p. 170].
from hugs, tickling [7]. Also disorders in communica- Strategies within two strands, behavioural and cog-
tion can be manifested in passive interaction — lack nitive [1; 16], are used to build social interaction
of initiative in communication on the part of a child skills. The behavioural direction, based on applied
with ASD, only in accepting attempts of interaction behaviour analysis, includes step-by-step analysis,

Применение метода видеомоделирования при формировании социальных навыков у ребенка с РАС
random learning method, block method, modelling, the class or his own interests, can inform an adult
video modelling and role-playing. The cognitive ap- about his needs..
proach is represented by social stories, verbal and At the beginning of the school year, A. had the fol-
pictorial scenarios, social comics, and strategies for lowing difficulties in adaptation and social behaviour:
analyzing and solving problems. when failing, the boy worries, cries, calls himself stu-
In this case, video modelling was chosen to work pid, tends to do a “bad” deed, for example, spilling wa-
on social skills formation in a boy with ASD [10; 12; ter from the cooler, fails to calm down immediately,
13; 14]. with difficulty. Aggression towards some classmates
Video modelling is a skill-building technique that has been observed: A. did not want to share the black-
involves the use of video recordings and demonstra- board with another child when drawing, watching the
tion equipment to create a visual model of the target queue, fought if he was not first in the queue. A. did not
behaviour or skill being taught. The video is shown to interact with other children when playing together.
the learner, who in turn has to demonstrate the tar- When interacting with peers, he did not demonstrate
get behaviour either now or later. The method is used the skills of requesting, preferring to take, snatching
to build social and communication skills, play skills, objects from hands. He did not initiate dialogue with
self-care skills, and in some cases to overcome problem classmates, but could respond to a greeting and some
behaviours [3]. The method has limitations, such as questions. During breaks, A. preferred activities that
pronounced memory impairments, which do not allow corresponded to his special interest — drawing ve-
the child to remember the watched video; pronounced hicles, mainly buses, on the blackboard. He showed
attention disorders; visual perception disorders; and little interest in his classmates and sometimes reacted
unformed imitation skills. negatively to other children’s initiatives — he could
Variants of the video modelling method [3; 9]. push or shove them with his fist. At the same time, A.
1. Basic video modelling involves the creation of a vid- tried to follow the rules of behaviour in the classroom,
eo in which the target skill is demonstrated by some- carried out tasks with interest and was oriented to-
one other than the learner. The demonstrator can be wards praise from the teacher. He was meticulous to
either an adult or a peer of the child for whom the vid- the point of pedantry when completing tasks, and his
eo is being created. 2. Participatory video modelling own mistakes often led to destabilising his emotional
involves recording the actions of the learner for whom state and the problematic behaviour described above.
the video is being produced. 3. Viewpoint video —
video modelling in which the learner sees the actions Diagnostics
being performed from his or her position, as if “with At the beginning of the school year, the child’s de-
his or her own eyes”. 4. Video prompting — breaking velopment was diagnosed. In addition to the Weinland
down the target skill into small steps, with each filmed Scale of Adaptive Behaviour, for a more detailed diag-
step followed by a pause where the student can repeat nosis of social interaction we used the scales “Play and
the actions seen in the recording. Leisure Activities”, “Social Interaction” of the ABLLS-
The work was carried out over a six-month period R Methodology of Assessment of Basic Language and
at school and included 10 group and 10 mini-group Learning Skills [8; 9]. As a result, at the beginning of
sessions. The videos were also shown to the child in an the school year, student A. scored 15 out of 54 points
individual format at home by the boy’s parents. on the “Play and Leisure Activities” scale and 17 out of
80 points on the “Social Interaction” scale. The follow-
Child’s Characteristics ing skills were found to be underdeveloped: ability to
The boy A., 7 years 8 months old, is studying in the share a toy, to play in the company of peers, to comment
first grade under the adapted basic general education on one’s own actions during play, to respond calmly to
programme for students with ASD (variant 8.2). He another child’s touch, to respond to another child’s ini-
lives in a full family with his mother, father and older tiative, to say hello independently, to ask a peer to give
brother, but spends most of his time with his grand- him an object, etc. For some skills, the criterion for a
mother. Before entering the first grade, A. attended a higher score was not met because the rule had to be ful-
full-day group in a kindergarten, he did not communi- filled not only in interaction with adults but also with
cate with the children there, according to his mother: other children, which was difficult for A..
“A. is separately — children are separately”. The boy An individual remedial programme was drawn up
observed the daily regime and rules of behaviour in for A in accordance with the diagnostic findings.
the group. Intervention goals. The individualised programme
A. understands speech well, speaks in sentences, included the following objectives regarding social in-
asks questions within the framework of the topic of teraction and developing play skills

Dukhanina O.S.
1. To make a request to a classmate when needed. Stage 4: Creating and editing the video. The
2. To greet adults and classmates first. footage was filmed at minigroup sessions when A.
3. Responding to a classmate’s suggestion to play was paired with a peer with a higher level of social
cars. skills development. For example, when teaching the
4. Using a counting rhyme to determine the order board game “Snakes and Ladders”, A. was paired
of play. with a classmate who was familiar with the game
5. Play the movement games “Snake” and “Crow” rules, successfully mastered the skill of passing the
with a group of classmates. turn and calmly accepted losing. The children were
6. Play the board game “Snakes and Ladders” with warned in advance that their game would be filmed,
a classmate, taking turns. and, according to observations, this served as an ad-
A video modelling method was chosen to teach ditional motivation for A. to demonstrate the best
the skills of asking and greeting independently, a forms of behaviour, as well as to reduce the prob-
simple car game paired with a classmate and the lem behaviour episodes’ number (A. snatched ob-
board game “Snakes and Ladders” to use the count- jects from his partner’s hands, pushed him, hit him
ing game. on the arm with his fist). A smartphone for video
recording was attached in front of the children. A.
then demonstrated the target behaviour using ver-
Method bal and gesture cues. Subsequently, the video was
reviewed and edited: verbal and gesture cues, epi-
The video modelling method was chosen to imple- sodes of problem behaviour were removed, and the
ment this intervention because it is easy to use in both video was edited to reflect only the best version of
group and individual sessions, and video demonstra- the target behaviour.
tions are usually perceived positively by the students Stage 5: Showing the video recordings. The record-
and allow them to see themselves from the outside. ings were shown to A. at the beginning of the session,
Student A. has no limitations in applying the and some of them were additionally sent to the boy’s
method. parents for viewing at home. In this case, in group ses-
sions held once a week for 10 weeks, recordings were
Working with video modelling to develop shown to teach how to say hello independently, ask for
social skills objects from a peer and use the counting rhyme. Once
The following steps were taken into account when a week for 10 weeks, videos teaching board games and
creating training videos for A. [3]: car games were shown in mini-group sessions just be-
Stage 1: Target behaviour determination. In A.’s fore play.
case, the target behaviour is prescribed in the indi- My experience showed that the child perceived
vidual correctional work programme. For example, watching the video as a form of recreation rather
one of the goals is to make a request to a classmate than learning, did not avoid it and showed interest
when necessary, and in accordance with this goal, an in the show.
instructional video was produced to demonstrate the
target behaviour with A.’s participation.
Stage 2: Organising the learning environment. For
the creation, editing and playback of the recordings,
a smart phone with video and audio recording capa-
bilities, video editing software, an electronic tablet for
individual demonstration of the video to a child and
a personal computer for demonstration to a group of
children were used.
Stage 3: Planning the story. Basic videomodelling
as well as videomodelling with the child himself was
used when working with A. Basic video modelling was
used when the target skill or behaviour was in its most
generalised form, and the video was shown not only in
mini-group sessions with A, but also in group sessions
for all the children in the class. For example, basic vid-
eo modelling was used to teach the skill of saying hello Fig. 1. Undesirable behaviour not included in the final video:
to a classmate independently. A. hits a classmate with his fist when passing a move

Fig. 2. Target behaviour fragment: A. passes the die to a Fig. 5. A still from a video teaching co-operative play with cars
classmate after his move
Stage 6: Monitoring the progress of mastering the

skill. In this case, no special formalised monitoring was
conducted, but the specialists working with A. observed
whether the target behaviours and skills also appeared
in natural conditions — in lessons and breaks.
Stage 7: Identifying and correcting errors that oc-
curred during the creation of the video if the child was
not making progress. This stage was not performed be-
cause there was no formalised monitoring of progress
in mastering skills, only observation.
Stage 8: Gradual elimination of video recording,
transition to independent realisation of the skill. The
video recordings were shown at the first six group and
minigroup sessions, at the last four sessions the video
recordings were not shown. The observation showed
Fig. 3. Undesirable behaviour not included in the final entry: that after the elimination of the video recordings, in
without expressing the request in words, A. tends to snatch some cases A. needs verbal prompts from the special-
felt-tip pens from his classmate’s hands ist, for example, it is difficult for the boy to ask with
words if the object in the hands of a peer is very at-
tractive. A. does not need prompts when playing cars,
“Snakes and Ladders” with two classmates whom he
has started to call his friends. When interacting with
other peers through games, the boy may sometimes
exhibit problem behaviour.
Results and Discussion
By the middle of the school year, 10 group and

10 minigroup sessions were conducted with A.. Then
the ABBLS-R methodology was repeated diagnostics
on the scales “Play and leisure activities” and “Social
interaction”. As a result, in the middle of the school
year, student A. scored 27 out of 54 points on the scale
Fig. 4. Target behaviour: A. expressed in words a request for “Play and leisure” and 29 out of 80 points on the scale
felt-tip pens to be given to him “Social interaction” (Fig. 6).

Dukhanina O.S.
Fig. 6. Results of the early and mid-year diagnosis of social and play skills using the ABBLS-R method
1. The results of learner A.’s re-diagnosis showed ory, attention and visual perception. Video record-
improvements in mastering game skills and socialising ings made using the basic video modelling method
skills with peers (Fig. 6). and with the child’s participation can be used in the
2. According to the teacher’s and support service classroom.
specialists’ observations, A. has reduced problem be- My experience has shown that the situation of
haviour episodes in interaction with peers. The boy making a videotape can be perceived positively by the
more often expresses his requests in words, shares child, helping to demonstrate the best forms of behav-
board space when drawing with classmates, is inter- iour, and that watching the videotape is not perceived
ested in other children’s drawings, and plays mobile by the child as learning, but rather as recreation and
games at recess (playing catch-up with cars or “rock- leisure, without causing avoidance. By watching the
ets” made from a construction set). recording, the child observes his correct behaviour
3. A. singles out several children in the class, com- and sees his success, which, according to educators,
municates and plays at recess mainly with them, calls helps to reduce his anxiety.
them his friends. Strengths of the video modelling method also in-
4. A. can play cars and the board game “Snakes clude the possibility of involving the family in the
and Ladders” with two classmates without prompt- learning process and showing the educational videos
ing from an adult and without displaying problem not only in school but also at home.
behaviour. Barriers to the use of this method include its la-
bour-intensive nature and the need for specialised
technical equipment such as smartphones and tablets.
Conclusion A teacher using video modelling needs competence in
the field of technical means and software for creating
According to the results of the work with the and editing videos.
method of video modelling for forming social inter- In the future, it is advisable to consider the use of
action skills in student A., it can be assumed that video modelling for the development of a specific so-
this method, after extensive testing, can be fur- cial interaction skill or game with full compliance with
ther used for developing play and communication all stages of work, monitoring the progress of master-
skills in children with ASD who are studying in the ing the skill, assessing the effectiveness of the inter-
adapted basic general education programme (option vention, and identifying and eliminating errors when
8.2) and do not have pronounced disorders of mem- they occur.

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Dukhanina O.S.
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in the social skills of students with autism // Heliyon. 2022. Vol. 8. № 2. Article № e09289. 8 p. DOI:10.1016/j.
heliyon.2022.e09289
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Article № 5. 23 p. DOI:10.1038/s41572-019-0138-4
12. MacDonald R., Sacramone S., Mansfield R. et al. Using video modeling to teach reciprocal pretend play to children with
autism // Journal of Applied Behavior Analysis. 2009. Vol. 42. № 1. Pp. 43—55. DOI:10.1901/jaba.2009.42-43
13. Nikopoulos C.K, Keenan M. Effects of video modeling on social initiations by children with autism // Journal of Applied
Behavior Analysis. 2004. Vol. 37. № 1. Pp. 93—96. DOI:10.1901/jaba.2004.37-93
14. Olçay S., Vuran S. An analysis of studies conducted video modeling in teaching social skills // Kuram ve Uygulamada
Egitim Bilimleri. 2010. Vol. 10. № 1. Pp. 249—274.
15. Salceanu C., Lăcătuș L. Social Skills, Communication and Autonomy in Children with Autism // Technium Social
Sciences Journal. 2022. Vol. 30. Pp. 442—456. DOI:10.47577/tssj.v30i1.6245
16. Weiss M., Harris S. Teaching Social Skills to People with Autism // Behavior modification. 2001. Vol. 25. № 5. Pp. 785—
802. DOI:10.1177/0145445501255007
Information about the author

Olga S. Dukhanina, psychologist of the Federal Resource Center for Organization of Comprehensive Support to Children with
ASD, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-7766-6191,
e-mail: duhaninaos@mgppu.ru
Духанина Ольга Сергеевна, педагог-психолог Федерального ресурсного центра по организации комплексного сопровожде-
ния детей с расстройствами аутистического спектра, Московский государственный психолого-педагогический универ-
ситет (ФГБОУ ВО МГППУ), г. Москва, Российская Федерация, ORCID: https://orcid.org/0000-0001-7766-6191, e-mail:
duhaninaos@mgppu.ru


2023. Т. 21. № 3. С. 62—69 2023. Vol. 21, no. 3, pp. 62—69
EXPERT OPINION
МНЕНИЕ ЭКСПЕРТА
Professional Culture of a Defectologist in Psychological

and Pedagogical Support and Education of Students with Autism
Spectrum Disorder
Tamara N. Isaeva
Moscow State University of Psychology & Education,
Moscow, Russia
https://orcid.org/0009-0001-2345-529X, e-mail: tn_isaeva@maii.ru
Objectives. An important professional competence of a defectologist is knowledge of scientific and methodological ap-
proaches in the education of children with autism spectrum disorders. It is also important to have practical skills in
working with these children. Both allow you to build the process of correctional work and apply an individual approach.
This determines the professional culture of the defectologist accompanied by children with ASD. The article discusses
approaches to the formation of professional culture of future defectologists at the stage of implementation of the basic
educational training program in the field of education, upbringing and support of students with autism spectrum disorder.
Methods. The content of the discipline “Practicum: The initial stage of work with an autistic spectrum child” is pre-
sented. In the formation of professional and personal competencies of future specialists working with children with
ASD, it is proposed to use problem-oriented, interactive teaching methods: specific learning situations.
Results. The developed training discipline “Practicum: The initial stage of work with an autistic spectrum child”
includes classes on the formation of practical competences in teaching and supporting children with ASD. The classes
simulate learning conditions and situations that allow students to practice specific practical ways and techniques of
working with children and are crucial for the formation of professional culture in the process of preparing students-
defectologists to work with children with ASD.
Conclusions. It is important in the formation of the professional culture of a defectologist to reflect on the experience
of difficulties in working with children with autism spectrum disorders.
Keywords: autism spectrum disorders; professional culture of a defectologist; special (defectological) education; psy-
chological and pedagogical support
For citation: Isaeva T.N. Professional Culture of a Defectologist in Psychological and Pedagogical Support and Education of Stu-
dents with Autism Spectrum Disorde. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2023. Том 21. № 3.
C. 62—69. DOI: https://doi.org/10.17759/autdd.2023210307
CC BY-NC

Isaeva T.N. Professional Culture of a Defectologist in Psychological and Pedagogical Support
and Education of Students with Autism Spectrum Disorder
Формирование профессиональной культуры дефектолога

в процессе подготовки к работе с детьми с расстройствами
аутистического спектра
Исаева Т.Н.
Московский государственный педагогический
университет (ФГБОУ ВО МПГУ),
ORCID: https://orcid.org/0009-0001-2345-529X, e-mail: tn_isaeva@maii.ru
Актуальность и цель. Важной профессиональной компетенцией дефектолога, осуществляющего психолого-

педагогическое сопровождение обучающихся с расстройствами аутистического спектра (РАС), наряду со зна-
ниями, является практическое владение несколькими основополагающими научно-методическими подхода-
ми. Это во многом определяет культуру специалиста в выстраивании коррекционно-педагогических стратегий
вмешательств и индивидуализацию процесса обучения детей, имеющих РАС. В статье рассматриваются под-
ходы к формированию профессиональной культуры будущих дефектологов на этапе внедрения основной об-
разовательной программы подготовки кадров в области обучения, воспитания и сопровождения обучающихся
с расстройствами аутистического спектра.
Методы и методики. Представлено содержание учебной дисциплины «Практикум: Начальный этап рабо-
ты с ребенком с расстройством аутистического спектра». В формировании профессионально-личностных
компетенций будущих специалистов по работе с детьми с РАС предлагается использовать проблемно-
ориентированные интерактивные методы обучения, нацеленные на создание практических конкретных
учебных ситуаций.
Результаты. В рамках разработанной учебной дисциплины «Практикум: Начальный этап работы с ребенком
с расстройством аутистического спектра» предусмотрены занятия по формированию практических компетен-
ций по обучению и сопровождению детей с РАС. На занятиях моделируются учебные условия и ситуации, по-
зволяющие студентам отрабатывать конкретные практические способы и приемы работы с детьми и имеющие
решающее значение для формирования у студентов-дефектологов профессиональной культуры в процессе
подготовки к работе с детьми с РАС.
Выводы. Профессиональная культура дефектолога, обучающего и сопровождающего детей с РАС, основы-
вается на личностном и профессиональном саморазвитии, выработке высоких профессионально-этических
стандартов, признании значимости ребенка и формируется у студентов в работе с конкретными обучающими
ситуациями. Важная часть профессиональной культуры каждого педагога — умение оценивать полученный
опыт работы с проблемами при решении образовательных и педагогических задач.
Ключевые слова: расстройства аутистического спектра; профессиональная культура дефектолога; специаль-

ное (дефектологическое) образование; психолого-педагогическое сопровождение
Для цитаты: Исаева Т.Н. Формирование профессиональной культуры дефектолога в процессе подготовки к работе с деть-
ми с расстройствами аутистического спектра // Аутизм и нарушения развития. 2023. Том 21. № 3. C. 62—69. DOI: https://
doi.org/10.17759/autdd.2023210307
Introduction the totality of learning the ways and technologies of

pedagogical activity, in developing the qualities of a
A teacher’s professional culture is conditioned, personality oriented to universal and cultural values
on the one hand, by the system of his or her personal [7; 8; 23; 24; 25].
and professional qualities and, on the other hand, by The training of teachers-defectologists for the edu-
the specifics of his or her professional activity. When cation and psychological and pedagogical support of
supporting children with autism spectrum disorders students with autism spectrum disorders is an area of
(ASD), the specificity of teachers’ activities is deter- special defectological education that is in demand in
mined by the peculiarities of children’s development: practice [1; 11]. To date, the key components of the
the presence of a wide variety of clinical manifestations content of educational programmes of higher educa-
and mental states. Professional culture, including that tion (bachelor’s and master’s degrees) for training
of a teacher, is not created by itself, but is formed in future teachers-defectologists for children with ASD

Исаева Т.Н. Формирование профессиональной культуры дефектолога в процессе подготовки
к работе с детьми с расстройствами аутистического спектра
have not been fully defined. The emerging difficulties impact on the social, personal and professional posi-
are associated with a number of reasons known to spe- tion of a defectologist cannot be ignored. To be an ef-
cialists and parents, such as: the paucity of primarily fective specialist is not only to possess at a high level
domestic scientific research aimed at substantiating pedagogical technologies of teaching, education, cor-
the programme and methodological support for the rection, but also to have certain qualities and abilities
processes of upbringing, education, and support of of personality [2; 6; 7; 19]. In the case when we refer
children of different age groups with autism spectrum to the competences of a specialist for working with
disorders, and their diagnosis [17]. children on the autism spectrum, the outlined bench-
At the same time, foreign intervention technologies marks become especially important. Students enter-
with proven effectiveness (applied behaviour analy- ing the Bachelor’s programme are most often gradu-
sis, TEACCH programme, DIR concept (Floortime ates of secondary schools and colleges. They are young
methodology), sensory integration methods, etc.) people who have no experience of working with chil-
are widely used in work with children with autism in dren with autism spectrum disorders, and their first
Russia. [12]. Their use in the practice of working with acquaintance with them can be crucial for their future
children with autism is supported by parent commu- professional work.
nities and many certified specialists. In this regard, building the logic of forming pro-
The introduction in Russia of the Federal State Ed- fessional competences, we come to understand the
ucational Standard of the initial general education of strengthening of value orientations as an axiological
students with disabilities influences the intensification component of the system of professional training and
of efforts of professional and parental communities in professional culture of future specialists in teaching
generalising the already gained practical experience in and supporting children with ASD. The effectiveness
providing social correction and pedagogical assistance of defectologists’ training for work with children with
to children with autism spectrum disorders [8; 9; 11; ASD is largely determined by students’ social and per-
16]. There is a tendency not only to directly use foreign sonal readiness to accept and solve the whole range of
programmes and approaches, but also to adapt them in tasks and requirements necessary for adaptation and
the conditions of domestic education [17]. socialisation of persons with autism spectrum disor-
Much of the above requires technical substantia- ders, in addition to the professional competence [3; 8;
tion, which creates certain difficulties in developing 10; 20].
educational programmes for training defectology spe- All these factors determined the range of tasks that
cialists to work with children with ASD [6; 17]. How- are solved during the implementation of the training
ever, following the discussed concepts of developing discipline «Practicum: The initial stage of work with
the main educational programme of training in psy- an autistic spectrum child».
chological and pedagogical support of students with We cannot ignore the fact that, on the one hand,
ASD, the future specialist should be oriented in the the theoretical and methodological justification of
abundance of common and generally accepted in prac- conceptual approaches to the basic components of the
tice behavioural, psychological and educational inter- programme of defectologists’ professional training in
ventions [1; 3; 4; 18; 21; 26]. This provision refers to a working with children on the autism spectrum in our
teacher-defectologist’s professional competences. country is still under development, and, on the other
In order to develop teachers-defectologists’ pro- hand, all the variety of intervention technologies that
fessional competencies in the educational programme have proven their effectiveness and are used in prac-
«Education and psychological and pedagogical sup- tice by specialists [2; 6; 17; 22].
port for students with autism spectrum disorders» at This determines the content of this discipline,
the undergraduate level, implemented from 2023 at which includes and addresses many known approach-
the Institute of Childhood of the Moscow State Peda- es and methods of working with children with ASD.
gogical University (FGBOU VO MPGU), the second The content of the discipline is based on identifying
year of study includes the discipline «Practicum: The specific features in the symptomatology of autistic
initial stage of work with an autistic spectrum child». disorders: social interaction, behaviour and communi-
cation. Attention is paid to the consideration of ways
of overcoming the children’s difficulties in different
Methods and Techniques methodological schools: in the emotional and seman-
tic approach, in applied behavioural analysis, in the
Discussing the conceptual approaches to the devel- concept of DIR (Floortime Methodology), etc. A good
opment and construction of a programme for training understanding of the concept of autism is important
defectologists for teaching and supporting students for the future specialist. It is important for a future
with ASD and taking into account the transforma- specialist to become familiar with the existing range of
tional processes in the education system, including modern methods of working with children with ASD
special education, we come to understand that their at the university level and to become confident in the

choice of particular instruments of influence in each a speech pathologist as the ability to make decisions
particular case of work with children. The student is in non-standard situations of interaction with a child
not offered an in-depth study of each individual sci- with autism, to be flexible and predictable at the same
entific school and he/she does not receive specialisa- time, to be reflective, to share the areas of responsibil-
tion in a particular direction, but he/she learns “initial ity between themselves and the child, to be tolerant of
practical skills for work with children with autism” any manifestations of the learner, to understand him/
[17, p. 81]. her and to share his/her views and concerns with the
It is very important to take into account the char- child In this regard, it is very important “to build in-
acteristics of the initial period of adaptation of children teractive work with students and the development of
with ASD in an educational setting: its duration, the their professional competences according to the prin-
organisation and structure of the environment, the ciple of “soft through hard” and “hard through soft” —
organisation of behaviour and communication, the when the resource of the academic discipline acts as a
elimination of developmental imbalances — when it is mandatory field for the development of both subject
a group or a class — and tutor support. The content of and flexible skills” [14, p. 104]. [14, c. 104].
the discipline includes the following sections (Table 1). Students’ work with specific learning situations
The goals of the discipline, aimed at mastering by can have the following sequence and be organised in
students the necessary competencies for the implemen- four stages (Table 2).
tation of correctional and educational programmes, The phenomenological stage is aimed at developing
tasks of psychological and pedagogical support of chil- students’ ability to observe and describe the situation
dren with ASD, cannot be achieved without the use of of interaction between a professional and a child in an
problem-oriented interactive teaching methods in the unbiased and non-judgemental way (good/bad; liked/
process of professional training, namely: specific learn- disliked). The description should be detailed and not
ing situations [4; 5; 13; 15]. contain any conclusion. The student makes notes in
A specific learning situation related to organising an observation diary, which he/she refers to in subse-
educational activities with students is considered as quent stages of work with the learning situation.
a model of a real learning situation, the purpose of At the analytical stage, during the group discus-
which is to involve the student in the direct process sion, the results of students’ individual observations
of working between the specialist and the child. Dur- are recorded in a common table. In the description it
ing such sessions all participants discuss various cases is important to highlight the commonalities, which al-
from practice, consider and determine the most appro- lows everyone to confirm the accuracy of the observa-
priate methods of helping a child with ASD. tions and objectify the method used in working with
By analysing and discussing specific practical a child with ASD. Students continue writing in the
situations, such as the results of observations of the observation diary, recording analyses results.
work of specialists in educational organisations and/ The observed phenomena require explanation in
or watching video clips of classes, students have the connection with the context. The analyses conducted
opportunity to develop such important qualities for contribute to a more capacious perception and under-
Table 1
Content of the discipline «Practicum: The initial stage of work with an autistic spectrum child»
№ Name of discipline section Summary
1 Adaptation period at the initial Difficulties in entering the social environment of an educational organisation for
stage of education of children with children with ASD. Developmental and behavioural approaches in correction and
ASD pedagogical work with children with ASD. Types of interventions. Organisation
of educational environment. The tutor’s role in the organisation of education of
children with ASD in an educational organisation.
2 Organisation and content of the Conditions, tasks, stages of the adaptation period, their content. Algorithm of the
adaptation period for preschool and child’s adaptation period. Diagnostic sessions: directions, content, evaluation and
school-age children with ASD success criteria.
3 Accompaniment practicums Practice of directed observation.
Practice of describing, analysing and evaluating directed observation results.
Practice of designing and drawing up an individual development programme.
Practice of including and accompanying the child in individual/group sessions.
Practice of playful methods of work.
Practice of social interaction and co-operation with the child.
Practice of forming the basics of learning behaviour.
Practice of verbal and non-verbal communication.
Practice of social storytelling.

Table 2
Stages of work with specific learning situations
№ Stage name Teaching methods and techniques Forms of training
1 Phenomenological Highlighting and describing method features
Familiarity with the specific learning situation
Observation of the specialist’s work/actions
Observation of the child/children’s reactions during
the specialist’s work Structured discussion form (mini-
Identification of the main problem(s) arising during groups)
the specialist’s work
Methods, techniques, ways, didactic means and
tools, specialist’s speech
Child/children’s reaction to the specialist’s actions
2 Analytical Analysing and discussing the observation results
Trial characterisation of the method based on the Group discussion
observation and description made
3 Synthetic Brief theoretical presentation by the teacher of the
Lecture with case studies
method and its use in work with children with ASD
4 Reflexive Personal attitude towards the method Heuristic talk
standing of the theoretical material of the lecture, as support, in the course of mastering their social ex-
real situations illustrating this or that method are pre- perience.
sented. At the synthetic stage, the method is labelled
and its methodological basis is revealed.
An important step is reflection on the results of Results
work with the learning situation. Reflection gives the
opportunity to develop an attitude towards the use of The developed training discipline «Practicum:
a particular method, to see its diversity and effective- The initial stage of work with an autistic spectrum
ness, and to be confident in its use in future work with child» — part of the programme «Education and
children with autism spectrum disorders. Psychological and Pedagogical Support of Students
By involving students in an active process of inde- with Autism Spectrum Disorders», and the proposed
pendent acquisition of knowledge, making maximum classes using specific training situations allow stu-
use of their own capabilities, the teacher promotes fu- dents to learn in practice the fundamental scientific
ture defectologists’ understanding of where and how and methodological approaches in teaching and sup-
the acquired knowledge can be applied in their pro- port of children with ASD. The creation of practi-
fessional activities. Among the demanded professional cal training situations is aimed at mastering the se-
qualities in the developing conditions of assistance to quence, methods and techniques of working with
children on the autism spectrum are the ability to find students with autism spectrum disorders, while the
solutions in non-standard situations and bear respon- factor of acceptance of the child is crucial for the
sibility for them, as well as the readiness to act in co- successful formation of professional culture among
operation with colleagues in the interests of the child. teachers-defectologists.
In this case, the professional culture of a defectologist
moves to the level of professional and ethical norms
and value orientations in relation to a child with ASD, Conclusions
in relation to oneself as a specialist, to one’s profes-
sional activity. The professional culture of a defectologist work-
A key value orientation in the professional activity ing in the field of psychological and pedagogical sup-
of a defectologist is the recognition of any person’s im- port and education of students with autism spectrum
portance regardless of the severity of developmental disorders is determined primarily by personal and pro-
disorders, even if the educational result of a child with fessional self-development, where the most important
ASD cannot be obtained quickly, or it does not meet is the reflected experience of difficulties while working
our expectations and assumptions. with children. Familiarity with the variety of methods
These meanings and values can constitute the and approaches to working with children with ASD
professional culture of a defectologist when build- that exist in practice removes existing preconceptions
ing effective interaction with students with autism about the effectiveness of some methods and the inex-
spectrum disorders in the process of education and pediency of others. Awareness of common behavioural,

psychological and educational interventions used in discussing cases of real practice, which permeates the
working with children with autism spectrum disorders entire learning process, then it is brought to the di-
is an important part of their professional culture. rect industrial practice at the university, and in sub-
As part of teacher training, such experience is sequent years can be used in further mastering of the
gained through modelling specific teaching situations, speciality.
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Исаева Тамара Николаевна, кандидат педагогических наук, доцент кафедры олигофренопедагогики и клинических основ
дефектологии Института детства Московского государственного педагогического университета (ФГБОУ ВО МПГУ),
г. Москва, Российская Федерация, ORCID: https://orcid.org/0009-0001-2345-529X, e-mail: tn_isaeva@maii.ru

Isaeva Tamara Nikolaevna, PhD in Education, Assistant Professor of the Department Oligofrenopedagogics and Clinical Founda-
tions of Defectology, Moscow Pedagogical State University, Moscow, Russia, ORCID: https://orcid.org/0009-0001-2345-529X,
e-mail: tn_isaeva@maii.ru


АУТИЗМ И НАРУШЕНИЯ РАЗВИТИЯ

Учредитель: Федеральное государственное бюджетное образовательное учреждение высшего образования
«Московский государственный психолого-педагогический университет» (ФГБОУ ВО МГППУ) На 1-й странице обложки — On the Front cover —
Главный редактор Editor-in-chief
фото здания Федерального ресурсного центра the view of the Federal Resource
Хаустов А.В. (Россия), кандидат педагогических наук, директор, Федеральный ре- Khaustov A.V. (Russia), PhD in Education, director of the Federal Resource Cen- по организации комплексного сопровождения детей Center for Organization of Comprehensive Support
сурсный центр по организации комплексного сопровождения детей с расстройствами ter for Organization of Comprehensive Support to Children with Autism Spectrum с РАС МГППУ to Children with Autism Spectrum Disorders
аутистического спектра ФГБОУ ВО «Московский государственный психолого-педаго- Disorders, Moscow State University of Psychology & Education
гический университет» (МГППУ) (MSUPE) (Архитектурная мастерская А.А. Чернихова). (A. Chernichov Architectural Studio)
Ответственный секретарь Executive secretary На 4-й странице обложки On the 4th page of the cover is the artwork with
Шведовский Е.Ф. (Россия), методист Федерального ресурсного центра по организа- Shvedovskiy E.F. (Russia), methodologist of the Federal Resource Center for
ции комплексного сопровождения детей с РАС МГППУ Organization of Comprehensive Support to Children with ASD of MSUPE батик «Зайка» ученика школьно-дошкольного the use of batic “Bunny” by Bayeux Lera, a student
Члены редакционной коллегии Members of editorial board отделения ФРЦ МГППУ Байе Леры, of the school and preschool department of the FRC
• Артемова Е.Э. (Россия), кандидат педагогических наук, доцент, декан факультета • Artemova E.E. (Russia), PhD in Education, associate professor, dean of the мастерская «Изображая мир своими руками» of MSUPE, studio “Depicting the World with Own Hands”
Клинической и специальной психологии МГППУ Faculty of Clinical & Special Psychology of MSUPE
• Давыдова Е.Ю. (Россия), кандидат биологических наук, ведущий научный сотрудник • Davydova E.Yu. (Russia), PhD in Biology, leading research fellow of the Scien- (руководитель Короткая Т.В.) (headed by Korotkaya T.V.)
научной лаборатории Федерального ресурсного центра по организации комплексного tific Laboratory of the Federal Resource Center for the Organization of Compre-
сопровождения детей с РАС, доцент кафедры дифференциальной психологии и психо- hensive Support to Children with Autism Spectrum Disorders, associate professor
физиологии МГППУ of the Chair of Differential Psychology & Psychophysiology of MSUPE
Дизайн и компьютерная верстка — Баскакова М.А. Layout design — Baskakova M.A.
• Никандрова Т.С. (Россия), кандидат педагогических наук, доцент, заведующий ка- • Nikandrova T.S. (Russia), PhD in Education, associate professor, head of the Корректор — Мамонтов Ю.В. Proofreading — Mamontov Y.V.
федрой олигофренопедагогики и специальной психологии, ФГБОУ ВО «Московский Department of Special Education and Special Psychology, Moscow Pedagogical Редактор — Садикова И.В. Editing — Sadikova I.V.
педагогический государственный университет» (МПГУ) State University (MSPU)
• Пови К. (Великобритания), доверительный управляющий Благотворительной органи- • Povey C. (Great Britain), trust director of the Seashell Переводы — Канель И.В. Translations — Kanel I.V.
зации Seashell Trust Trust
• Сорокин А.Б. (Россия), кандидат биологических наук, ведущий научный сотрудник • Sorokin A.B. (Russia), PhD in Biology, leading research fellow of the Scientific
научной лаборатории Федерального ресурсного центра по организации комплексного Laboratory of the Federal Resource Center for Organization of Comprehensive Журнал «Аутизм и нарушения развития» Journal «Autism and Developmental Disorders»
сопровождения детей с расстройствами аутистического спектра МГППУ Support to Children with Autism Spectrum Disorders of MSUPE зарегистрирован в Федеральной службе по надзору is registered at the Federal Service for Supervision
• Шор С.М. (США), EdD, клинический доцент, Университет Адельфи • Shore S.M. (USA), EdD, clinical assistant professor of the Adelphi University
• Эдельсон С.М. (США), PhD, исполнительный директор Института исследований • Edelson S.M. (USA), PhD, executive director of the Autism Research
в сфере связи, информационных технологий in the Sphere of Communications,
аутизма Institute и массовых коммуникаций. information technology and mass communications.
• Эрц Ю.М. (Израиль), руководитель проекта «Аутизм: коррекционная работа на осно- • Ertz Yu.M. (Israel), head of the project «Autism: work based on ABA», ANO
ве АВА», АНО Центр «Наш Солнечный Мир», Москва Center «Our Sunny World»
Свидетельство о регистрации средства массовой Mass media registration certificate ПИ No. ФС77-66995
Председатель редакционного совета Chairman of the Editorial Council
информации ПИ № ФС77-66995 от 30 августа 2016 г. dated August 30, 2016
Алехина С.В. (Россия), кандидат психологических наук, проректор по инклюзивному Alekhina S.V. (Russia), PhD in Psychology, director of the Institute of Inclusive
образованию, директор Института проблем интегрированного (инклюзивного) образо- Education, the Deputy Rector for Inclusive Education Журнал издается с марта 2003 г. The Journal published since March 2003.
вания МГППУ of MSUPE
Члены редакционного совета Members of the Editorial Council
Периодичность — 4 номера в год, объем 72 с. Periodicity — 4 issues per year, volume 72 pages.
• Алмазова А.А. (Россия), доктор педагогических наук, доцент, директор Института • Almazova A.A. (Russia), Doctor of Education, associate professor, director of the
детства, заведующий кафедрой логопедии МПГУ Institute of Childhood, head of the Department of Speech Therapy of MSPU
• Ахутина Т.В. (Россия), доктор психологических наук, главный научный сотрудник • Akhutina T.V. (Russia), Doctor of Psychology, leading research fellow of the
лаборатории нейропсихологии, Московский государственный университет им. М.В. Laboratory of Neuropsychology, Lomonosov Moscow Уважаемые читатели! Dear Readers!
Ломоносова State University Редакция напоминает о том, что журнал Printed version of the Journal
• Баландина О.В. (Россия), руководитель Центра ментального здоровья ФГБОУ ВО • Balandina O.V. (Russia), head of the Center for Mental Health, Privolzhsky
«Приволжский исследовательский медицинский университет» Минздрава России Research Medical University распространяется только по подписке через distributed by “Press of Russia”.
• Бородина Л.Г. (Россия), кандидат медицинских наук, детский психиатр, доцент кафе- • Borodina L.G. (Russia), PhD in Medicine, psychiatrist, associate professor объединенный каталог «Пресса России» Subscription index —
дры клинической и судебной психологии факультета юридической психологии МГППУ of the Department of Clinical and Forensic Psychology of MSUPE
• Владимирова О.Н. (Россия), доктор медицинских наук, доцент, ректор ФГБУ ДПО • Vladimirova O.N. (Russia), Doctor of Medicine, rector of, St. Petersburg Institute
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• Волосовец Т.В. (Россия), кандидат педагогических наук • Volosovets T.V. (Russia), PhD in Education https://www.pressa-rf.ru https://www.pressa-rf.ru
• Горбачевская Н.Л. (Россия), доктор биологических наук, заведующая научной • Gorbachevskaya N.L. (Russia), Doctor of Biology, head of the Research Labora-
лаборатории Федерального ресурсного центра по организации комплексного сопрово- tory of the Federal Resource Center for Organization of Comprehensive Support Интернет-магазин периодических изданий Internet-shop of periodical editions
ждения детей с РАС, профессор кафедры нейро- и патопсихологии развития факультета to Children with Autism Spectrum Disorders, professor of the Chair of Neuro and «Пресса по подписке» “Subscription press”
клинической и специальной психологии МГППУ Patho-psychology of the Faculty of Clinical and Special Psychology of MSUPE
• Дименштейн Р.П. (Россия), председатель правления РБОО «Центр лечебной педаго- • Dimenshtein R.P. (Russia), member of the board of the Center for Curative www.akc.ru www.akc.ru
гики» Pedagogy
• Жигорева М.В. (Россия), доктор психологических наук, профессор, профессор кафе- • Zhigoreva M.V. (Russia), Doctor of Psychology, professor of the Department
дры инклюзивного образования Института детства МПГУ of Inclusive Education, Institute of Childhood of MSPU Электронная версия журнала на портале Open access online-version avaliable
• Касаткин В.Н. (Россия), доктор медицинских наук, профессор, директор Научно-ис- • Kasatkin V.N. (Russia), Doctor of Medicine, professor, director of the Research психологических изданий МГППУ: https://psyjournals.ru/en/journals/autdd
следовательского института развития мозга и высших достижений, Российский уни- Institute of Brain Development and Higher Achievements, Peoples’ Friendship
верситет дружбы народов University of Russia
https://psyjournals.ru/en/journals/autdd
• Корнев А.Н. (Россия), кандидат медицинских наук, доктор психологических наук, • Kornev A.N. (Russia), PhD in Medicine, Doctor of Psychology, head of the Страница журнала в Научной электронной библиотеке:
заведующий кафедрой логопатологии, заведующий лабораторией нейрокогнитивных Department of Logopathology, head of the Laboratory of Neurocognitive Tech- http://elibrary.ru/title_about.asp?id=28325
технологий, Санкт-Петербургский государственный педиатрический медицинский nologies, St. Petersburg State Pediatric Medical
университет University
• Левченко И.Ю. (Россия), доктор психологических наук, заведующая кафедрой специ- • Levchenko I.Yu. (Russia), Doctor of Psychology, head of the Chair of Special При перепечатке In case of duplication a reference
альной педагогики и специальной психологии, дефектологический факультет Москов- Pedagogics and Psychology, Faculty of Special Education of Sholokhov Moscow
ский государственный гуманитарный университет им. М.А. Шолохова State University for Humanities ссылка на журнал «Аутизм и нарушения развития» to the journal «Autism and Developmental Disorders»
• Морозов С.А. (Россия), кандидат биологических наук, доцент, ведущий научный • Morozov S.A. (Russia), PhD in Biology, associate professor, leading research fel- обязательна. is required.
сотрудник Федерального института развития образования, Российская академия на- low of the Federal Institute of the Development of Education, Russian Presidential
родного хозяйства и государственной службы, руководитель РОБО «Общество помощи Academy of National Economy and Public Administration; head of the Regional
аутичным детям “Добро”» Community Charity Organization «Society for Autistic Children Care “Dobro”»
• Орехова Е.В. (Швеция), кандидат психологических наук, ведущий научный сотруд- • Orekhova E.V. (Sweden), PhD in Psychology, leading researcher of the Univer- Адрес редакции: 127427, Москва, ул. Кашенкин Луг, д. 7. Editorial address: 127427, Moscow, Kaskenkin Lug ul., 7
ник, Гётеборгский университет sity of Gothenburg
• Польская Н.А. (Россия), доктор психологических наук, профессор кафедры клиниче- • Polskaya N.A. (Russia), Doctor of Psychology, professor of the Chair of Clinical Телефоны: +7 495 610 74 01 tel. +7 495 610 74 01
ской психологии и психотерапии факультета консультативной и клинической психоло- Psychology and Psychotherapy, Department of Counseling and Clinical Psychol- 8 916 294 55 94 8 916 294 55 94
гии МГППУ ogy of MSUPE
• Поляков А.М. (Беларусь), доктор психологических наук, доцент, заведующий кафе- • Polyakov A.M. (Belarus), Doctor of Psychology, associate professor, head of the E-mail: autism@mgppu.ru E-mail: autism@mgppu.ru
дрой общей и медицинской психологии факультета философии и социальных наук, Department of General and Medical Psychology, Faculty of Philosophy & Social
Белорусский государственный университет Sciences, Belarusian State University
• Приходько О.Г. (Россия), доктор педагогических наук, профессор, директор Институ- • Prikhodko O.G. (Russia), Doctor of Education, Professor, Director of the In-
та специального образования и психологии, заведующая кафедрой логопедии, Москов- stitute of Special Education and Psychology, Head of the Department of Speech
ский городской педагогический университет (МГПУ) Therapy, Moscow City University (MCU)
• Самарина Л.В. (Россия), директор АНО ДПО «Санкт-Петербургский институт ранне- • Samarina L.V. (Russia), director of the St. Petersburg Institute for Early Interven-
го вмешательства» tion
• Стоянова И.Я. (Россия), доктор психологических наук, профессор кафедры психоте- • Stoyanova I.Y. (Russia), Doctor of Psychology, professor of the Department of
рапии и психологического консультирования, Томский государственный университет Psychotherapy and Psychological Counseling, Tomsk State University
• Туманова Т.В. (Россия), доктор педагогических наук, профессор, профессор кафедры • Tumanova T.V. (Russia), Doctor of Education, professor of the Department of
логопедии Института детства МПГУ Speech Therapy, Institute of Childhood of MSPU
• Черенева Е.А. (Россия), кандидат педагогических наук, доцент, директор Междуна- • Chereneva E.A. (Russia), PhD in Education, associate professor, director of the
родного института аутизма, Красноярский государственный педагогический универси- International Institute of Autism, Krasnoyarsk State Pedagogical University. V.P. © Московский государственный психолого- © Moscow State University
тет им. В.П. Астафьева Astafieva педагогический университет of Psychology & Education
• Шведовская А.А. (Россия), кандидат психологических наук, доцент кафедры возраст- • Shvedovskaya A.A. (Russia), PhD in Psychology, associate professor of the Chair
ной психологии факультета психологии образования МГППУ of Developmental Psychology of the Faculty of Psychology of Education of MSUPE
• Шпицберг И.Л. (Россия), руководитель по научной и методической работе Центра • Spitzberg I.L. (Russia), head of scientific and methodological work of the Reha-
реабилитации инвалидов детства "Наш Солнечный Мир» bilitation Center for Disabled Children «Our Sunny World»
• Яковлева И.М. (Россия), доктор педагогических наук, профессор, заведующая кафе- • Yakovleva I.M. (Russia), Doctor of Education, professor, head of the Department
дрой олигофренопедагогики и клинических основ специальной педагогики МГПУ of Special Education and Clinical Foundations of Special Pedagogy of MCU
Аутизм и нарушения развития. № 3. Том 21
Autism and Developmental Disorders (Russia). № 3. Vol. 21
2023
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ISSN (online): 2413-4317
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Аутизм и нарушения развития. № 3.

АУТИЗМ И НАРУШЕНИЯ РАЗВИТИЯ

AUTISM AND DEVELOPMENTAL DISORDERS (RUSSIA)

Московский государственный психолого-педагогический университет

EDUCATION & INTERVENTION METHODS МЕТОДЫ ОБУЧЕНИЯ И СОПРОВОЖДЕНИЯ

RESEARCH OF ASD ИССЛЕДОВАНИЯ РАС

SOCIOCULTURAL INTEGRATION СОЦИОКУЛЬТУРНАЯ ИНТЕГРАЦИЯ

CLINICAL CASE КЛИНИЧЕСКИЙ СЛУЧАЙ

EXPERT OPINION МНЕНИЕ ЭКСПЕРТА

GUEST EDITOR’S NOTE

About a decade ago, when inclusive education became legally

Аутизм и нарушения развития. Т. 21. № 3. 2023

Лет десять назад, когда инклюзивное образование стало

Аутизм и нарушения развития. Т. 21. № 3. 2023

EDUCATION & INTERVENTION METHODS

Trends in the Inclusion of Children with ASD in the General

Аутизм и нарушения развития. Т. 21. № 3. 2023

Тенденции включения детей с РАС в систему общего

Финансирование: Исследование выполнено в рамках реализации программы стратегического академического лидерства

Аутизм и нарушения развития. Т. 21. № 3. 2023

Introduction ent entities of the Russian Federation, on the number

Аутизм и нарушения развития. Т. 21. № 3. 2023

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obshchego, srednego professional’nogo obrazovaniya, dopolnitel’nogo obrazovaniya detei i vzroslykh, dopolnitel’nogo

Аутизм и нарушения развития. Т. 21. № 3. 2023

Аутизм и нарушения развития. Т. 21. № 3. 2023

ресурс] / Правительство РФ. 45 с. URL: http://publication.pravo.gov.ru/Document/View/0001202112280026 (дата

Information about the authors

Получена 18.09.2023 Received 18.09.2023

Аутизм и нарушения развития. Т. 21. № 3. 2023

Parent-Teacher Interaction in the Process of Monitoring

Аутизм и нарушения развития. Т. 21. № 3. 2023

Взаимодействие родителей с педагогами в процессе

Introduction of difficulties is the active interaction between parents

Аутизм и нарушения развития. Т. 21. № 3. 2023

Аутизм и нарушения развития. Т. 21. № 3. 2023

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Аутизм и нарушения развития. Т. 21. № 3. 2023

Institute of Special Education, 14.10.2022, no. 48. URL: https://alldef.ru/ru/articles/almanac-48/about-psychological-

Аутизм и нарушения развития. Т. 21. № 3. 2023

Information about the authors

Получена 03.08.2023 Received 03.08.2023

Аутизм и нарушения развития. Т. 21. № 3. 2023

The Relationship Between Level of Intelligence and Autonomy

Аутизм и нарушения развития. Т. 21. № 3. 2023

Исследование связи уровня интеллектуального развития

Актуальность и цель. В связи с реформированием системы психоневрологических интернатов (ПНИ) и раз-

Ключевые слова: сопровождаемое трудоустройство, ментальные нарушения, потребность в помощи, самосто-

Introduction cialization of people with mental disabilities, includ-

Аутизм и нарушения развития. Т. 21. № 3. 2023

Аутизм и нарушения развития. Т. 21. № 3. 2023

Аутизм и нарушения развития. Т. 21. № 3. 2023

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Аутизм и нарушения развития. Т. 21. № 3. 2023

Journal Autism & Developmental Disorders (Russia) 2023 No.3

Journal Autism & Developmental Disorders (Russia) 2023 No.3