METHODOLOGY FOR WORKING WITH PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDER

Gulistan State Pedagogical Institute

Faculty of Pedagogy

Preschool Education Department

Student of Group 3-25: Burhonova Lobar

Scientific Supervisor: Berdiyeva Muborak

Tel: +998993744107

Abstract

This article presents a methodology for working with preschool children diagnosed with Autism Spectrum Disorder (ASD) based on the IMRAD structure. The Introduction highlights the increasing prevalence of ASD and the importance of early pedagogical intervention. The Methods section describes observation, diagnostic assessment, individualized development programs, the use of Applied Behavior Analysis (ABA), visual supports, structured teaching, and play therapy.

The Results demonstrate that systematic and individualized interventions significantly improve children’s communication, social interaction, and behavioral skills. The Discussion emphasizes the importance of parental involvement and the creation of an inclusive educational environment.

The findings of this study can be effectively applied in preschool educational practice.

Keywords: Autism Spectrum Disorder, preschool education, early intervention, ABA therapy, inclusive education, individualized approach, play therapy.

INTRODUCTION

In recent years, the number of children diagnosed with Autism Spectrum Disorder (ASD) has been steadily increasing worldwide. According to the World Health Organization, at least one in every 100 children is affected by autism. This growing prevalence highlights the urgent need to improve specialized pedagogical approaches, particularly in preschool education.

Preschool age is a critical period in a child’s psychological, speech, emotional, and social development. Early pedagogical and psychological intervention during this stage plays a decisive role in determining the effectiveness of future education.

In Uzbekistan, supporting children with special educational needs has become a priority of state policy. Reforms initiated by Shavkat Mirziyoyev focus on social protection and the development of inclusive education, ensuring equal opportunities for all children. Every child has the right to quality education and full participation in society, which requires scientifically grounded methodologies for working with children with ASD in preschool institutions.

Children with ASD often exhibit limited social interaction, repetitive behaviors, and delayed speech development. Therefore, it is essential to apply a комплекс of methods, including Applied Behavior Analysis (ABA), visual supports, structured teaching, play therapy, and sensory integration.

The relevance of this study lies in developing and implementing effective methodological approaches that enhance social adaptation, independence, and future educational success of preschool children with ASD. The study follows the IMRAD structure: Introduction, Methods, Results, and Discussion.

METHODS

This study focuses on improving methodologies for working with preschool children with ASD. Both theoretical and practical research methods were applied.

The theoretical stage involved analyzing scientific literature in special pedagogy, defectology, and inclusive education.

The practical stage included:

Observation

Interviews

Diagnostic assessment

Experimental pedagogical work

The study involved children aged 5–7 diagnosed with ASD. Individual development programs were designed for each participant.

The following methods were applied:

Applied Behavior Analysis (ABA) techniques

Visual supports and pictograms

Structured teaching

Play therapy

Speech development exercises

Sensory integration activities

Sessions were conducted 3–4 times per week in both individual and small group formats. Additionally, regular consultations were held with parents, providing guidance for home-based activities.

RESULTS

The experimental work showed that systematic and individualized intervention had a positive impact on children’s development.

The following improvements were observed:

Speech development: Increased vocabulary and ability to form simple sentences

Social interaction: More frequent engagement with peers

Behavioral changes: Reduction in repetitive behaviors

Attention skills: Improved concentration and task completion

These results confirm that early intervention and parental involvement significantly enhance developmental outcomes for children with ASD.

DISCUSSION

The findings indicate that individualized approaches, visual supports, and structured teaching methods are key factors in successful intervention. Furthermore, an inclusive educational environment plays a crucial role in children’s social adaptation.

State policy also contributes significantly to this process. As emphasized by Shavkat Mirziyoyev, every child must have access to quality education and opportunities for full participation in society.

Effective collaboration between educators and parents is essential for achieving sustainable developmental progress.

CONCLUSION

The study demonstrates that early diagnosis, individualized approaches, and systematic pedagogical intervention are crucial when working with preschool children with ASD.

Methods such as ABA, visual supports, structured teaching, and play therapy have proven effective in developing communication, social, and behavioral skills.

The IMRAD-based research confirms that individualized programs significantly improve children’s social adaptation and reduce stereotypical behaviors. Additionally, parental involvement and inclusive education environments are critical components of success.

In conclusion, improving methodologies for working with children with ASD requires:

Enhancing teacher qualifications

Developing modern methodological resources

Expanding inclusive education practices

Beyond methodology, the most important factor remains the educator’s patience, empathy, and individualized approach to each child. With proper support and collaboration between families and educational institutions, children with ASD can successfully integrate into society.