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Исследование нарушений функционального языка при расстройствах аутистического спектра
The aim of the study is to substantiate and statistically prove the presence of levels of functional language impairments in children with autism spectrum disorder (ASD). Most students with ASD have pronounced speech impairments that significantly affect the processes of schooling and socialization of children in society. The development of diagnostic tools that make it possible to categorize speech disorders with an emphasis on functionality is urgent, as it allows the speech therapist to better diagnose the structure of speech-language disorder and, accordingly, to more effectively develop a logopedic (rehabilitation) program to eliminate or reduce it. The methods and techniques employed in the study include the authorial scale of functional language impairments consisting of three blocks: speech-language system, verbal-communicative behavior, and pragmatic language. Latent class analysis, Cron- bach's Alpha reliability coefficient, and Kripendorf's Alpha consistency coefficient were used to analyze the quality of the methods. 101 students with ASD between the ages of 7 and 12 took part in the experiment. Of these, 51 children were without intellectual disabilities and 50 children with intellectual disabilities (mental retardation). This sample is representative of children with ASD and comorbid speech disorders, intellectual disabilities, and disorders of psychological development. According to the results obtained, 100% of students with ASD (101 children) had functional language impairments. The most common level in the sample (in 44% of the children) was determined to be level 3 of functional language impairment, characterized by the absence of grammatical speech, verbal and communicative difficulties, and deficits in the field of social and emotional intelligence. 16% of students had level 1 impairment (non-speaking children). Only 5% (students without intellectual disabilities) had the highest — fifth level of functional language impairment, but with elements of the fourth level. The indicators of the “Pragmatic Language” block of the scale were unformed; in particular, there were difficulties of contextual analysis taking into account the spiritual-moral criteria accepted in social environment. Accordingly, 81% of the children in the sample demonstrated severe impairments of functional language (levels 1-3) and 19% of them had mild impairments (levels 4-5). The study has confirmed the existence of the five-level structure of functional language impairments in children with ASD. The scale allows the speech therapist to determine the degree of impairment, to reveal its mosaic structure, and to identify the main areas of logopedic rehabilitation.