Psychological Linguodidactics of Speech Development Activity of Senior School Age Children with Autistic Abnormalities

Keywords: psycholinguodidactic correctional technology, autistic disorders, senior preschool age, speech activities, speech activity, correctional-developing technique.


Children of senior preschool age with autistic problems have a predominantly low level of speech activity, therefore, the aim of the article is to theoretically substantiate and develop a phased correctional developmental psycholinguodidactic technology of forming speech activity of children determined age by using theoretical (study, analysis and generalization of the theoretical and methodological foundations of the research for determining the state of development of the problem and perspective directions of its study) and empirical (psychological and pedagogical experiment to study the state and features of the development of speech activity of children of senior preschool age with autistic disorders) research methods.

The experimental psycholinguodidactic technology contained three stages of work on the problem of speech activity: research-diagnostic, correctional-activity and functional-speech.

The emotional contact was established and improved, and the initial level of speech activity was diagnosed at the research-diagnostic stage. Correctional-activity stage consisted in the formation of speech and communication skills, the development of direct speech activity of children of senior preschool age with autistic disorders. The diagnosis and consolidation of the child’s achievements regarding speech activity was provided at the functional-speech stage, as well as the ability to use the acquired speech skills in the process of communication, filling the process of communication with broad interrelations with the environment.

The results of the formative experiment confirmed that although children of senior preschool age with autistic disorders did not reach a high level of speech activity, but in the experimental group there were identified children with a sufficient level, the number of children with an average level increased, and the number of children with zero level of speech activity decreased, which confirms the effectiveness of experimental psycholinguodidactic correctional technology.


Download data is not yet available.


Akhutina, T.V. (1989). Porozhdenie rechi: nejrolingvisticheskij analiz sintaksisa [Speech production. Neurolinguistic analysis of syntax]. Moscow: Izd-vo «MGU» [in Russian].
Bazima, N.V. (2013). Formuvannia motyvatsii movlennievoi aktyvnosti u ditei z autystychnymy porushenniamy [Formation of the motivation of speech activity of children with autistic disorders]. Naukovyi chasopys NPU imeni M.P. Dragomanova – Scientific journal of the National Pedagogical Dragomanov University, 19 (23), 10–14 [in Ukrainian].
Baienskaia, E.R. (2001). Pomoshch v vospitanii detey s osobym emotsionalnym razvitiiem. Mladshyi doshkolnyi vozrast [Assistance in bringing up children with special emotional development. Junior preschool age]. Almanac ICP – Almanac IES, 4, 23–25 [in Russian].
Bashyna, V.M. (1999). Autizm v detstve [Autism in childhood]. Moscow: Medicine [in Russian].
Belianin, V.P. (2009). Psiholingvistika [Psycholinguistics]. Moscow: Flinta [in Russian].
Bogdashyna, O. (1999). Autizm: opredeleniie i diagnostika [Autism: definition and diagnostics]. Donetsk: Lebed [in Russian].
Vizel, T.G. (2005). Osnovy neiropsyhologii [Fundamentals of neuropsychology]. Moscow: ASSTrastrel Transitkniga [in Russian].
Zhynkin, N.I. (1998). Yazyk. Rech. Tvorchestvo [Language. Speech. Creativness]. Moscow: Labirint [in Russian].
Zhynkin, N.I. (2009). Psiholingvistika: Izbrannye trudy [Psycholinguistics: Selected research]. Moscow: Labirint [in Russian].
Zymniaia, I. A. (2000). Pedagogicheskaia psikhologiia [Pedagogical psychology]. Moscow: Logos [in Russian].
Zimniaia, I.A. (2001). Lingvopsihologiya rechevoj deiatelnosti [Linguopsychology of speech activity]. Moscow: Moskovskij psihol.-soc. in-t; Voronezh: NPO «MODEHK» [in Russian].
Kalmykova, L.O. (2011). Psihologiya rozvitku movlennevoyi diialnosti ditei doshkilnoho viku [Psychology of development of speech activity of children of preschool age]. Doctor’s thesis. Kyiv [in Ukrainian].
Konopliasta, S.Yu., & Kosynkina, V.O. (2013). Do problemy movlennievoii aktyvnosti ditei z autychnymy proiavamy [To the problem of speech activity of preschool children with autistic manifestations]. Naukovyi chasopys NPU imeni M.P. Dragomanova – Scientific journal of National Pedagogical Dragomanov University, 24, 134–137 [in Ukrainian].
Lebedinskaia, K.S., & Nikolskaia, O.S. (1991). Diagnostika ranneho detskoho autizma: nachalnyie proiavleniia [Diagnosis of early childhood autism: initial manifestations]. Moscow: Prosveshcheniie [in Russian].
Leontev, A.A. (2005). Osnovy psiholingvistiki [Fundamentals of psycholinguistics] (4nd. ed.). Moscow: Smysl [in Russian].
Morozova, S.S. (2007). Autizm: korrektsyonnaia rabota pri tiazhelykh i oslozhnennykh formakh [Autism: correctional work in severe and complicated forms]. Moscow: VLADOS [in Russian].
Nikolskaia, O.S., Baenskaya, E.R., & Libling, M.M. (2000). Autichnyi rebenok. Puti pomoshchi [Child with autism. Ways of support]. Moscow: Terevind [in Russian].
Nikolskaia, O.S., Baenskaya, E.R., Libling, M.M., Kostin, I.A., Vedenina, M.Yu., et al. (2005). Deti i podrostki s autizmom. Psikholohicheskoie soprovozhdenie [Children and teenagers with autism. Psychological support]. Moscow: Terevind [in Russian].
Ostrovska, K.O. (2012). Zasady kompleksnoii psykholoho-pedahohichnoii dopomohy ditiam z autyzmom [Basis of complex psycho-pedagogical help for children with autism]. Lviv: Trіada plus [in Ukrainian].
Rozhdestvenska, M.V., & Konopliasta, S.Yu. (2004). Rannii dytiachyi autyzm [Early Childhood Autism]. Kyiv: NPU im. M.P. Dragomanova [in Ukrainian].
Skrypnyk, T.V. (2010). Fenomenolohiia autyzmu [Phenomenology of autism]. Kyiv: Fenix [in Ukrainian].
Tarasun, V.V. (2014). Autolohiia [Autologiya]. Kyiv: MP Lesya [in Ukrainian].
Elkonin, D.B. (1998). Razvitie ustnoi i pismennoi rechi uchashchihsia [The development of oral and written speech of pupils]. Moscow: INTOR [in Russian].
Shulzhenko, D.I. (2009). Osnovy psykholohichnoii korektsii autychnykh porushen u ditei [Basis of psychological correction of autistic disorders of children]. Kyiv: Znannia [in Ukrainian].
Shulzhenko, D.I., & Sheremet, M.K. (2013). Psykholohichni osnovy korektsii movlennia ditei zi spektrom autystychnykh porushen [Psychological basis of correction of children with spectrum of autistic disorders]. Lohopediia –Speech therapy, 4, 67–93. [in Ukrainian].
Barbosa, P.G., & Nicoladis, E. (2016). Deverbal compound comprehension in preschool children. Mental Lexicon, 11(1), 94–114.
Boyle, W., Lindell, A., & Kidd, E. (2013). Investigating the Role of Verbal Working Memory in Young Children’s Sentence Comprehension. Language Learning, 63(2), 211–242.
Choi, Y., & Mazuka, R. (2003). Young Children’s Use of Prosody in Sentence Parsing. Journal of Psycholinguist Research, 32(2), 197–217.
Foursha-Stevenson, C., Schembri, T., Nicoladis, E., & Eriksen C. (2017). The Influence of Child-Directed Speech on word Learning and Comprehension. Journal of Psycholinguistic Research, 46(2), 329–343.
Hurewitz, F., Brown-Schmidt, S., Thorpe, K., Gleitman, L., & Trueswell, J. (2009). One Frog, Two Frog, Red Frog, Blue Frog: Factors Affecting Children’s Syntactic Choices in Production and Comprehension. Journal of Psycholinguist Research, 29(6), 597–626.

Abstract views: 547
PDF Downloads: 485
How to Cite
Suprun, D., & Fedorenko, M. (2019). Psychological Linguodidactics of Speech Development Activity of Senior School Age Children with Autistic Abnormalities. PSYCHOLINGUISTICS, 25(1), 281-299.