EFFECTIVENESS OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS IN EARLY INTERVENTION SYSTEMS

Abstract

The article presents the results of an empirical study on the effectiveness of psychological and pedagogical support for children with autism spectrum disorders (ASD) within the early intervention system. The theoretical foundations of early childhood support are outlined, combining elements of the neuropsychological approach, structured teaching, behavioral technologies, and family-centered interaction. The importance of integrating international evidence-based models (TEACCH, ESDM, PACT, RIT) into the practice of Ukrainian early intervention institutions is highlighted. The empirical study was conducted at an Inclusive Resource Center, the «MediKid» Children’s Medical Center, and the Communal Non-Profit Enterprise «Ternopil Regional Center for Child Rehabilitation and Development». The sample included children aged 2 to 4 years with confirmed or probable manifestations of ASD. A set of psychological-pedagogical and behavioral assessment methods was applied, including elements of VB-MAPP, sensory-motor and communicative probes, observation, behavioral analysis, and parent questionnaires. The results of the formative stage demonstrate positive dynamics in the development of joint attention, communication, imitation skills, and play activity, as well as a reduction in behavioral difficulties. The most significant improvements were observed in children whose parents were actively involved in the support programs. Emphasis is placed on the importance of interagency collaboration, early identification, and the implementation of family-centered programs in accordance with modern international recommendations.