Skip to Main Content

Autism and Developmental Disorders
2020. Vol. 18, no. 4, 23–32
doi:10.17759/autdd.2020180403
ISSN: 1994-1617 / 2413-4317 (online)

Assessment of the Formation of Communication Skills Using VB-MAPP in Preschool Children with ASD

1884

A.N. Gryaznova, V.V. Vasina

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar

Abstract

The level of formation of communication skills in preschool children with autism spectrum disorders (ASD) is studied. The article presents the material of an empirical study conducted in kindergartens in Kazan. The research involved 8 children aged 4 to 7 years with ASD. The authors focused on the criteria and indicators of the main functional classes of verbal behavior identified in the program of M. Sandberg "Assessment of milestones in the development of verbal behavior and building an individual intervention plan", VB-MAPP. The assessment is based on 170 parameters, which are divided into three age groups. The results obtained postulate a large spread of indicators on the test scales and the lack of dependence of the level of communication on age-suggest that all diagnosed children have a lack of development of communication and behavioral skills in all the presented groups, and other difficulties. The least formed were mands and intraverbal skills. All respondents need an intensive program of work, including the development of social skills: communication, speech comprehension, cooperation, and interaction.

General Information

Keywords: autism spectrum disorders, communication skills, preschool children, milestones of development, VB-MAPP

Journal rubric: Research & Diagnosis of ASD

Article type: scientific article

DOI: https://doi.org/10.17759/autdd.2020180403

Funding. The Research was organized as part of the Federal innovation platform under the Ministry of education of the Russian Federation for the implementation of the project "Development and implementation of an adapted basic educational program for pre-school education of children with autism spectrum disorders", it was carried out at the expense of a grant allocated as part of state support for Kazan Federal University in order to increase its competitiveness among the world's leading research and educational centers.

Acknowledgements. The authors thank I.A. Nigmatullina, the project's scientific supervisor, for her assistance in collecting data for the study.

For citation: Gryaznova A.N., Vasina V.V. Assessment of the Formation of Communication Skills Using VB-MAPP in Preschool Children with ASD. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2020. Vol. 18, no. 4, pp. 23–32. DOI: 10.17759/autdd.2020180403. (In Russ., аbstr. in Engl.)

References

  1. Artemova E.E., Belosvetova D.E. Primenenie art-terapevticheskikh metodov v rabote po formirovaniyu kommunikativnykh navykov u detei s rasstroistvami autisticheskogo spektra [The Use of Art-Therapeutic Methods in the Work on the Formation of Communication Skills in Children With Autism Spectrum Disorders]. Autizm i narusheniya razvitiya  [Autism and developmental disorders (Russia)], 2019, vol. 17, no. 4 (65), pp. 35—42. DOI:10.17759/autdd.2019170405
  2. Akhmetzyanova A.I., Nigmatullina I.A. Rechevaya kommunikatsiya v strukture prognosticheskoi kompetentnosti mladshikh shkol'nikov s tyazhelymi narusheniyami rechi [Speech communication in the structure of prognostic competence for primary school students with severe speech impediments]. Gumanitarnye nauki [Humanitarian sciences], 2017, no. 2 (38), pp. 105—114.
  3. Borisova N.V., Khaustov A.V., Rozenblyum S.A., Shargorodskaya L.V. Osobennosti razrabotki adaptirovannoi osnovnoi obshcheobrazovatel'noi programmy dlya obuchayushchikhsya s rasstroistvami autisticheskogo spektra [Notes on developing an adapted basic general education program for students with autism spectrum disorders]. Vospitanie i obuchenie detei s narusheniyami razvitiya [Raising and teaching children with developmental disorders], 2019, no. 8, pp. 26— 33.
  4. Dhossche D.M. Katatoniya i rasstroistva autisticheskogo spektra: diagnostika, terapiya i klinicheskaya nauka [Сatatonia in Autism Spectrum Disorders: Diagnosis, Therapy and Clinical Science]. Autizm i narusheniya razvitiya [Autism and developmental disorders (Russia)], 2019, vol. 17, no. 1, pp. 24—35. DOI:10.17759/autdd.2019170104
  5. Zalomaeva N.B. Opyt obucheniya autichnykh detei nachal'nym shkol'nym navykam [Practice of teaching primary school skills to autistic children] // LibrAutism [Web resource]. URL: http://autist.narod.ru/p045.html (Accessed  23.11.2020).
  6. Iosifyan M.A., Mershina E.A., Bazhenova D.A., Sinitsyn V.E., Larina O.M., Pechenkova E.V. Mozgovye mekhanizmy narusheniya modeli psikhicheskogo pri rasstroistvakh autisticheskogo spektra i shizofrenii: obzor dannykh fMRT [Neural Mechanisms of Theory of Mind in Autism and Schizophrenia: A Review of fMRI Studies]. Klinicheskaya i spetsial'naya psikhologiya [Clinical Psychology and Special Education], 2020, vol. 9, no. 1, pp. 17—46. DOI:10.17759/cpse.2020090102
  7. Kuleshova I.I. K voprosu o primenenii tekhnologii VB-MAPP v protsesse psikhologo-pedagogicheskogo izucheniya doshkol'nikov s rasstroistvami autisticheskogo spektra (RAS) [On the topic of applying the VB-MAPP technology in the process of psychological and pedagogic research on preschoolers with autism spectrum disorders (ASD)]. Korrektsionnaya pedagogika: teoriya i praktika [Correctional pedagogy: theory and practice], 2015, no. 2 (64), pp. 57—60.
  8. Lebedev V.A. Didakticheskie aspekty organizatsii uchebnykh zanyatii // Libr.Autism.Ru || Etyudy abilitatsionnoi pedagogiki: iz opyta raboty «Shkoly Borozdina» [Didactic aspects of organizing training sessions // Habilitational pedagogy etudes: from the experience of the Borozdin school] [Web resource]. URL: http://www.autism.ru/read.asp?id=96&vol=50  (Accessed 23.11.2020).
  9. Nikol'skaya O.S., Baenskaya E.R., Libling M.M. Autichnyi rebenok: Puti pomoshchi  [Autistic  child:  Ways  of  support] [Web resource]. Moscow: Publ. Terevinf, 2007. 288 p. ISBN 978-5-901599-16-7. URL: https://www.surwiki.admsurgut.ru/wiki/index.php?title=Семинар-практикум_"Психолого-педагогическое_сопровождение_детей_с_расстройствами_аутистического_спектра"(24/11/2016) (Accessed 25.11.2020).
  10. Sundberg M. VB-MAPP. Otsenka vekh razvitiya verbal'nogo povedeniya i postroeniya individual'nogo plana vmeshatel'stva [Verbal behavior milestones assessment and placement program: The VB-MAPP]: [In 2 parts]. Rishon LeZion: Publ. MEDIAL, 2013. 275 p. ISBN 978-965-559-011-1.
  11. Sundberg M. Rukovodstvo. Programma otsenki rechi i sotsial'nogo vzaimodeistviya dlya detei s autizmom i drugimi narusheniyami razvitiya [Guide. Program for evaluating speech and social interaction of children with autism and other developmental disorders] / transl. into Russ. by S. Dolenko. Rishon LeZion: Publ. MEDIAL, 2008. 275 p.
  12. Sviridenko I.A., Ermakova A.K. Diagnostika kommunikativnykh navykov detei s rasstroistvom autisticheskogo spektra [Diagnostic of communicative skills in children with autism spectrum disorder]. In Fundamental'nye i prikladnye nauchnye issledovaniya: aktual'nye voprosy, dostizheniya i innovatsii: sbornik statei XXIII Mezhdunarodnoi nauchno- prakticheskoi konferentsii [Fundamental and applied research: current issues, achievements and innovation: Proceedings of the 23rd international scientific and practical conference]: In 3 parts: P. 3. Penza: Publ. Nauka i Prosveshchenie, 2019. Pp. 152—154. ISBN 978-5-907204-64-5.
  13. Tavokin E.P. Massovaya kommunikatsiya: Sushchnost' i sostoyanie v sovremennoi Rossii: Uchebnoe posobie [Mass communication: its substance and current state in contemporary Russia: Manual]. Moscow: Publ. URSS, 2012. 200 p. ISBN 978-5-397-02673-4.
  14. Accardo A.L. Research synthesis: Effective practices for improving the reading comprehension of students with autism spectrum disorder [Web resource]. DADD Online Journal, 2015, vol. 2, no. 1, pp. 7—20. URL: https://rdw.rowan.edu/cgi/ viewcontent.cgi?article=1005&context=education_facpub   (Accessed 22.11.2020).
  15. Akhmetzyanova A.I. Spatial and temporal elements of anticipation consistency of children with general speech retardation. American Journal of Applied Sciences, 2014, vol. 11, no. 7, pp. 1031—1035. DOI:10.3844/ajassp.2014.1031.1035
  16. Akhmetzyanova  A.I.  The  theoretical  analysis  of  views  on  anticipatory  function  of  mental  reflection  development. International Electronic Journal of Mathematics Education, 2016, vol. 11, no. 4, pp. 683—694.
  17. Akhmetzyanova A.I., Nigmatullina I.A, Kurbanova A.T. Prognostic competence and socialization of junior schoolchildren with health limitations. In Solovev D.B. (ed.) Smart Technologies and Innovations in Design for Control of Technological Processes and Objects: Economy and Production: Proceeding of the International Science and Technology Conference “FarEastСon-2018”: Vol. 1. Cham: Publ. Springer, 2020. Pp. 834—845. ISBN 978-3-030-15576-6. DOI:10.1007/978-3- 030-15577-3_77
  18. Atkinson L., Slade L., Powell D., Levy J.P. Theory of mind in emerging reading comprehension: A longitudinal study of early indirect and direct effects. Journal of Experimental Child Psychology, 2017, vol. 164, pp. 225—238. DOI:10.1016/j. jecp.2017.04.007
  19. Baron-Cohen S., Leslie A.M., Frith U. Does the autistic child have a “theory of mind”? Cognition, 1985, vol. 21, no. 1,           pp.   37—46.  DOI:10.1016/0010-0277(85)90022-8
  20. Cain K., Oakhill J., Bryant P. Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 2004, vol. 96, no. 1, pp. 31—42. DOI:10.1037/0022- 0663.96.1.31
  21. Carnahan C., Musti-Rao S., Bailey J. Promoting active engagement in small group learning experiences for students with autism and significant learning needs. Education and Treatment of Children, 2009, vol. 32, no. 1, pp. 37—61. DOI:10.1353/ etc.0.0047
  22. Catts H.W., Adlof S.M., Weismer S.E. Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 2006, vol. 49, no. 2, pp. 278—293. DOI:10.1044/1092-4388 (2006/023)
  23. Cook B.G., Tankersley M., Landrum T.J. Evidence-based practices in learning and behavioral disabilities: The search for effective instruction. In Cook B.G., Tankersley M., Landrum T.J. (eds.) Evidence-based practices. Bingley: Publ. Emerald Group Publishing, 2013. Pp. 1—19. (Advances in learning and behavioral disabilities: Vol. 26). DOI:10.1108/S0735- 004X(2013)0000026003
  24. Diagnostic and Statistical Manual of Mental Disorders: DSM-5. Fifth Edition. Arlington: Publ. American Psychiatric Publishing, 2013. 992 p. ISBN 978-0-89042-555-8.
  25. Drew A., Baird G., Taylor E., Milne E., Charman T. The social communication assessment for toddlers with autism (SCATA): An instrument to measure the frequency, form and function of communication in toddlers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 2007, vol. 37, pp. 648—666. DOI:10.1007/s10803-006-0224-9
  26. Murray R.E., Barton E.E. Training Pediatricians to Implement Autism Screening Tools: a Review of the Literature. Review Journal of Autism and Developmental Disorders, 2020. DOI:10.1007/s40489-020-00206-x
  27. Nigmatullina I.A., Dadakina V.Ju. Quality Assessment of Preschool Education of Children with Autism. In Proceedings of the International Scientific Conference “Far East Con” (ISCFEC) [Web resource]. 2020. URL: https://www.atlantis-press.com/proceedings/iscfec-20/125936389    (Accessed    23.11.2020).  DOI:10.2991/aebmr.k.200312.285
  28. Nigmatullina I.A., Tvardovskaya A.A. Support of Children with Autism: Structural and Functional Model. In Proceedings of the International Scientific Conference «Far East Con» (ISCFEC) [Web resource]. 2020. URL: https://www.atlantis-press.com/proceedings/iscfec-20/125936423    (Accessed    23.11.2020).  DOI:10.2991/aebmr.k.200312.305
  29. Shumway S., Wetherby A.M.  Communicative  Acts  of  Children  with  Autism  Spectrum  Disorders  in  the  Second  Year  of Life. Journal of Speech, Language, and Hearing Research, 2009, vol. 52, no. 5, pp. 1139—1156. DOI:10.1044/1092- 4388(2009/07-0280)
  30. Thurm A., Lord C., Lee L.-C., Newschaffer C. Predictors of language acquisition in preschool children with  autism  spectrum disorders. Journal of Autism and Developmental Disorders, 2007, vol. 37, pp. 1721—1734. DOI:10.1007/ s10803-006-0300-1
  31. Vasina V.V. Facilitation of social interaction in the psychology of inclusive education. In Materials of the International Conference “Scientific research of the SCO countries: synergy and integration” — Reports in English  (October  14, Beijing, PRC). 2019. Pp. 102—109. ISBN 978-5-905695-66-7. URL: http://naukarus.ru/public_html/wp-content/uploads/2019/Scientific%20research%20of%20the%20SCO%20countries%20-%20English%20Reports%20-%20October%2014%20-%20Part%201.pdf#page=102 (Accessed 23.11.2020). DOI:10.31838/ijpr/2020.SP1.155
  32. Warreyn P., van der Paelt S., Roeyers H. Social-communicative abilities as treatment goals for preschool children with autism spectrum disorder: the importance of imitation, joint attention, and play. Developmental Medicine & Child Neurology, 2014, vol. 56, no. 8, pp. 712—716. DOI:10.1111/dmcn.12455

Information About the Authors

Anastasia N. Gryaznova, student, Kazan Federal University, Kazan, Russia, ORCID: https://orcid.org/0000-0001-8114-3027, e-mail: gryaznovaan@yandex.ru

Veronika V. Vasina, PhD in Psychology, Associate Professor, Chair of Psychology and Pedagogy of Special Education, Kazan Federal University, ORCID: https://orcid.org/0000-0003-4553-6442, e-mail: virash1@mail.ru

Metrics

Views

Total: 2991
Previous month: 82
Current month: 70

Downloads

Total: 1884
Previous month: 22
Current month: 34