This post presents a multidisciplinary study focused on developing and verifying corrective-developmental methods for forming speech activity in preschool children with autistic spectrum disorders (ASD). Conducted by researchers from leading Ukrainian universities and institutes of pedagogy, the study integrates psychological, linguistic, and neurodevelopmental principles to improve communication and language outcomes in early intervention settings.

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Authors:
Nataliia Bazyma – National Pedagogical Dragomanov University, Ukraine (UA)
Dmytro Usyk – Sumy State Pedagogical University named after A.S. Makarenko, Ukraine (UA)
Iryna Omelchenko – Mykola Yarmachenko Institute of Special Pedagogy and Psychology, National Academy of Educational Sciences of Ukraine (UA)
Vadym Kobylchenko – Mykola Yarmachenko Institute of Special Pedagogy and Psychology, National Academy of Educational Sciences of Ukraine (UA)
Nataliia Babych – Borys Grinchenko Kyiv University, Ukraine (UA)
Svitlana Tsymbal-Slatvinska – Pavlo Tychyna Uman State Pedagogical University, Ukraine (UA)

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Introduction

Speech activity—the ability to use language for communication, expression, and understanding—is one of the most complex human functions. In children with autistic spectrum disorders (ASD), speech and communication development is often delayed or qualitatively different due to neurological, sensory, and social interaction challenges.

This study, “Results of Verification of the Methods of Speech Activity Formation in Children with Autistic Disorders,” focuses on designing, implementing, and verifying a structured corrective-developmental program aimed at forming active speech in preschoolers with ASD.

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Research Purpose

The objective was to create and test an evidence-based, multi-stage system that supports the formation of speech activity — including motivation, initiative, content richness, and communicative intent — in preschool-aged children diagnosed with autistic disorders.

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Methodological Framework

The researchers designed a corrective-developmental methodology grounded in:

• Developmental psychology and neuropsychology principles;
• Laws of speech function formation in ontogenesis;
• Pedagogical and speech therapy practices tailored to children with ASD;
• Individualized approaches respecting each child’s current level of speech development and cognitive capacity.

The methodology was structured around three core stages:

1. Research-Diagnostic Stage – Assessment of each child’s speech level, communication patterns, and social engagement.
2. Correction-Activity Stage – Implementation of targeted speech formation activities designed to stimulate verbal initiative and dialogue participation.
3. Function-Speech Stage – Integration of learned skills into natural communication contexts, supporting speech generalization and functional use.

Each stage built upon the previous one, ensuring continuity and progressive mastery of communicative competence.

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Core Components of Speech Activity Formation

The authors identified four key components critical to developing speech activity in children with ASD:

1. Initiative – The ability to begin communication or express thoughts spontaneously (monologic speech).
2. Motivation – The desire and willingness to engage in dialogue and social exchange.
3. Content-Richness – The ability to produce meaningful, semantically coherent speech using accessible language units (words, phrases, sentences).
4. Vocal and Sound Skills – Use of sound imitations, vocalizations, and sound complexes as foundational pre-speech elements.

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Experimental Verification and Results

The experiment involved systematic implementation of the new methods in a group of preschoolers with ASD. Quantitative and qualitative assessments were used to evaluate progress in monologic and dialogic speech.

Key findings include:

• Significant improvements in speech initiative — more children began to communicate spontaneously.
• Increased dialogue motivation, with children demonstrating willingness to engage in structured and spontaneous conversations.
• Enhanced language content, with richer and more coherent verbal expressions observed across sessions.
• Observable integration of vocal and linguistic elements into functional communication behaviors.

Overall, the data confirmed that the corrective-developmental methodology effectively enhances the formation of speech activity as a coherent and sustainable process.

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Discussion

The results validate the interconnected structure of the proposed model — showing that the stages of speech development (diagnosis, correction, functionality) form a continuous, interdependent pedagogical process.

By addressing not only language structure but also emotional, motivational, and sensory aspects, the methodology aligns with the neuropsychological mechanisms of speech formation.

Moreover, the study emphasizes the importance of individualized and play-based approaches in speech therapy for autistic children, ensuring engagement and comfort during communication training.

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Conclusion

The verification results demonstrate that the newly developed methods for speech activity formation in children with autistic disorders are effective and scientifically grounded.

Through structured intervention and adherence to neurodevelopmental principles, educators and therapists can foster meaningful improvements in speech initiation, motivation, and linguistic competence among preschoolers with ASD.

The research contributes valuable insights to special pedagogy, speech therapy, and autism intervention, offering a replicable framework for both practitioners and educational institutions.

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See full paper here: https://doi.org/10.18662/brain/13.1/270.