Autistic Children. We Are Always Together

Compiler: Axtamova Orastaxon Salimjon qizi – Student of Speech Therapy (Logopedics)

Annotation:
This article discusses the practical aspects of psycho-corrective work in the successful socialization of children with autism spectrum disorder (ASD). It analyzes the psychological characteristics of social adaptation problems in children with autism and outlines effective approaches for intervention. The paper also explains what autism is, when it first becomes noticeable, its classifications, and how to build appropriate relationships with children on the autism spectrum.

Key words: Autism, psychocorrection, early childhood autism, adolescent autism, adult autism, external speech, monologic speech, stereotypical movements, social interaction.

Introduction

In modern psychology, increasing attention is being paid to emotional development and its role in personality formation. Emotions serve as an internal signaling system that helps individuals evaluate events, regulate behavior, and respond appropriately to different situations. When the emotional-volitional sphere develops typically, a child can interpret social cues, adapt to environmental changes, and establish relationships. However, disturbances in this sphere may significantly affect communication, behavior, and social adaptation.

One of the developmental disorders associated with emotional and communicative impairments is autism. Autism (from the Greek word “autos,” meaning “self”) refers to a specific psychological condition in which a person withdraws from social interaction and prefers isolation. The term “autism” was introduced into scientific literature in 1912 by Eugen Bleuler. Later, in 1943, Leo Kanner provided one of the first detailed descriptions of early childhood autism in his work Autistic Disturbances of Affective Contact.

Autism spectrum disorder is more commonly diagnosed in boys than in girls. The first signs usually appear before the age of three, although in some cases they may be noticeable during infancy. Early detection plays a crucial role in ensuring effective intervention and better developmental outcomes.

Clinical Characteristics and Symptoms

Children with autism spectrum disorder often demonstrate difficulties in social interaction, communication, and behavior regulation. Common symptoms include:

• Limited or absent eye contact;
• Delayed speech development or lack of functional speech;
• Indifference to separation from or reunion with parents;
• Preference for solitary play;
• Repetitive behaviors and stereotypical movements;
• Strong attachment to routines and resistance to change;
• Hypersensitivity to sounds, light, or touch.

Speech development in autistic children may vary. Some children do not speak at all, while others may use echolalia (repeating words or phrases without understanding their communicative meaning). Monologic speech may be present, but interactive dialogue is often limited.

According to the International Classification of Diseases (ICD-10), autism-related disorders are categorized under F84, including childhood autism, atypical autism, Rett syndrome, and Asperger syndrome. These classifications reflect differences in symptom severity, onset, and associated developmental conditions.

Classification of Early Childhood Autism

Early childhood autism can be divided into four conditional groups based on behavioral patterns:

Group 1: Children who show almost complete indifference to the external world. They avoid eye contact and physical touch and demonstrate minimal emotional response even toward parents.

Group 2: Children who are isolated but maintain limited contact with close family members. They are highly dependent on routines, specific foods, clothing, or environments. Any change may lead to emotional outbursts.

Group 3: Children immersed in narrow and often unusual interests. These interests may not be educational and can include repetitive or fantasy-based themes.

Group 4: Children who are extremely sensitive and emotionally vulnerable. They desire interaction but struggle to cope with criticism or unexpected changes.

Understanding these groups helps specialists develop individualized psycho-corrective programs.

Causes and Risk Factors

The exact causes of autism spectrum disorder remain unclear. Research suggests a combination of genetic and environmental factors. Possible contributing factors include genetic predisposition, prenatal stress, exposure to environmental toxins, heavy metals such as lead and mercury, complications during pregnancy, anemia, hypertension, and ecological pollution.

Previously, autism was considered purely genetic, but recent studies emphasize the multifactorial nature of the disorder. Importantly, autism is not caused by parenting style or emotional coldness of caregivers, as was mistakenly believed in the past.

Psychocorrection and Social Adaptation

Psychocorrectional work plays a vital role in supporting children with autism. Early intervention programs may include speech therapy, behavioral therapy, sensory integration therapy, and social skills training. The goal of psycho-corrective work is to develop communication skills, reduce stereotypical behaviors, enhance emotional regulation, and improve adaptive functioning.

Speech therapists help children develop functional communication, whether verbal or alternative (such as gestures or visual systems). Structured routines and visual supports are often beneficial. Gradual exposure to social environments also improves adaptive skills.

Family involvement is essential. Parents should treat autistic children as capable individuals, providing responsibilities appropriate to their developmental level. Considering them “defective” or equating autism with intellectual disability may hinder progress. Many children with autism have average or above-average intelligence.

Conclusion

Autism is not a dangerous or hopeless condition. It is not a verdict. Individuals with autism live among us and can achieve remarkable success when provided with understanding, acceptance, and professional support. Early identification, environmental modification, and consistent psycho-corrective intervention significantly improve long-term outcomes.

Society must replace fear and misunderstanding with knowledge and empathy. Accepting autistic children as equal members of the community and offering them appropriate educational and social opportunities will facilitate their successful integration. With timely support, many individuals on the autism spectrum grow into independent, talented, and socially active adults.