AUTISM AND DEVELOPMENTAL DISORDERS (RUSSIA)

International Experience in Providing Comprehensive Support for Children with Autism Spectrum Disorders

Vera V. Khitryuk, Olga Y. Svetlakova — Thu, 26 Jun 2025 00:00:00 +0300

We are pleased to present this international thematic issue of the journal Autism and Developmental Disorders (Russia)

Autistic traits, prototypes, phenotypes, spectrum, and identities: reevaluating autism with G.E. Sukhareva

Kevin Rebecchi — Thu, 26 Jun 2025 00:00:00 +0300

Context and relevance. Recent diagnostic shifts in defining autism, especially in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders, have increased sensitivity but blurred boundaries between autism as a neurobiological condition and as a socially constructed identity. This ambiguity raises questions about how diagnosis shapes social labeling, access to support, and the framing of cognitive differences. Objective. This study aims to interrogate dominant deficit-based definitions of autism and to explore alternative historical and sociocultural frameworks that highlight cognitive strengths and non-pathological forms of alterity. Hypothesis. Current diagnostic models insufficiently capture the complexity of autism and reinforce reductive, medicalized paradigms. Re-examining neglected prototypes and sociocultural insights may help construct more inclusive and strength-based conceptions. Methods and Materials. This theoretical, interdisciplinary analysis draws from psychiatric classification systems, early clinical texts, contemporary autism studies, and phenomenological observations in educational contexts. It adopts constructivist epistemology, critical realism, and epistemological pluralism to question the ideological underpinnings of diagnostic norms. Results. The analysis reveals a conceptual divide between “neurobiological autism” and “social autism.” It also identifies the diagnostic consequences of erasing early models such as Grunya Sukhareva’s, which offer explanations for gender differences and cognitive diversity often missed by current frameworks. Conclusions. Dominant classifications pathologize difference and neglect cognitive strengths. Rethinking the boundary between diagnosis, cognition, and social recognition can foster anti-discriminatory practices in education and healthcare policies.

The behavioral characteristics of child centered play therapist in therapy with children with autism spectrum disorders

Yuliya A. Akhlamov Akhlamova, Sofia G. Vilkova, Anastasia E. Golubkova — Thu, 26 Jun 2025 00:00:00 +0300

Background. Children with autism spectrum disorder (ASD) experience communication difficulties, which may be partly associated with reduced emotional intelligence. Child-centered play therapy (CCPT) is an effective method for developing emotional competence. Its effectiveness depends not only on the methodology but also on the therapist’s personal qualities, which remain understudied. Objective. To adapt and refine the CCPT approach for work with children with ASD by analyzing therapists’ verbal and nonverbal behavioral patterns. Research Questions. Which behavioral categories do therapists use during CCPT with children with ASD to establish initial contact? How does therapist behavior change depend on the child’s individual characteristics? Methods and Materials. The study involved three children with ASD (ages: 5 years 3 months, 5 years 7 months, and 5 years 11 months; 2 boys and 1 girl). Each child participated in eight 45-minute play sessions (two per week). Therapist behavior was analyzed using video recordings and participant observation. Therapeutic responses were assessed via qualitative content analysis, and behavioral strategies were explored using hierarchical cluster analysis (Ward’s method). Results. Content analysis identified 16 therapist statement categories, including self-worth reinforcement, action reflection, responsibility return, and emotional attunement. Cluster analysis revealed three session clusters: those characterized by high therapist approach similarity, moderate variation, and pronounced individuality. Conclusions. The identified behavioral categories refine the CCPT protocol. A minimal essential set of behavioral categories is proposed for establishing initial contact with children with ASD. Therapist adaptability, reflected in behavior changes based on therapy stage and child characteristics, was confirmed. Future directions: Further research is planned with a larger sample, inclusion of comparison groups, identification of new behavioral categories, and a focus on effective strategy combinations.

Parents’ assessment of the accessibility of educational institutions for children with autism spectrum disorders in Belarus

Thu, 26 Jun 2025 00:00:00 +0300

Context and Relevance. Ensuring the accessibility of educational institutions for students with special educational needs is based on the principle of inclusion. Accessibility is defined by the maximum possible inclusion of the student in the educational process and social interaction, as well as the satisfaction of their educational needs. Objective. To assess the level of accessibility of educational institutions in the Republic of Belarus for students with autism spectrum disorders (ASD). Methods and Materials. The study analyzed data from a national survey on the accessibility of preschool and general secondary education institutions for students with special educational needs in the Republic of Belarus, conducted in 2025. The study involved 1,887 parents (legal representatives) of preschool and school-age students with ASD. Accessibility was considered as a combination of components: organizational, substantive and methodological, financial (material), territorial, socio-psychological, and informational. The main research method was a questionnaire survey. The questionnaire items assessed the criteria and indicators for each component of educational institution accessibility. Evaluations were made using a three-point scale corresponding to critical, basic, and optimal levels of accessibility. Results. Parents of students with ASD frequently rated the accessibility of educational institutions for their children as optimal: from 46.2% to 66.9% depending on the specific accessibility component. Statistically significant differences were found in the levels of accessibility between preschool and general secondary education institutions, as well as in the levels of individual accessibility components for students with ASD. Every eighth respondent indicated an unacceptable level of territorial accessibility, and every tenth indicated unacceptable organizational and financial accessibility. Conclusions. The lowest accessibility ratings were given to the territorial, financial, and organizational components. Preschool education institutions were found to have higher accessibility levels compared to general secondary education institutions. Further analysis is needed to identify and address the factors that reduce the accessibility of educational institutions.

Education of children with autism spectrum disorders in the Republic of Belarus: problems and solutions experience

Olga Yu. Svetlakova — Thu, 26 Jun 2025 00:00:00 +0300

Context and relevance. The growing number of children with autism spectrum disorders (ASD), along with the practical implementation of inclusive education, necessitates improvements in the educational process for students with ASD. Objective. This study aims to analyze the specific features of education and support for children with ASD, as well as the work of specialists at the Institute of Inclusive Education in developing scientific and methodological resources to support the educational process for students with ASD in Belarus. The goal is to identify existing challenges and propose potential solutions. Methods and materials. The study involved the analysis of statistical data, scientific research, publications, and the websites of educational institutions in Belarus. Key issues under examination included the education of individuals with ASD, the organization of tutor support and correctionaldevelopmental activities, teacher training for working with children with ASD, and the promotion of a tolerant attitude toward individuals with ASD. Results. The analysis revealed a number of positive trends, including increased opportunities for early intervention, improved access to inclusive education, the development of tutor support, and the advancement of scientific and methodological resources. However, several persistent challenges were also identified, such as the absence of a unified national database, insufficient coverage of early intervention services, and limited access to vocational education for students with ASD. Conclusions. Promising directions for further development include the establishment of monitoring systems for the education of individuals with ASD, the expansion of access to early intervention, and the creation of opportunities for students with ASD to pursue vocational, secondary specialized, and higher education.

Near Field Communication (NFC) technology: improving autonomy and orientation in everyday life in adolescents with ASD

Nabil Litayem — Thu, 26 Jun 2025 00:00:00 +0300

Context and relevance. Adolescents with autism spectrum disorder (ASD) frequently experience challenges related to autonomy and orientation in daily life, which can limit their ability to interact with their environment and manage tasks independently. There is a need for assistive technologies that can support these individuals in daily activities. Objective. This study aimed to evaluate the effectiveness of Near Field Communication (NFC) technology, in combination with visual elements, as a tool to enhance autonomy and access to environmental information for adolescents with ASD. Hypothesis. The research posited that integrating visually enhanced NFC tags with everyday routines would improve task completion, user autonomy, and reduce caregiver intervention among adolescents with ASD. Methods and materials. A mixed-methods case study design was used, involving two male adolescents, aged 13 and 14, with mild and moderate ASD. Participants used NFC-enabled smartphones and NFC tags for four weeks in their home environment. Data was collected through quantitative usage tracking, observational reports by caregivers, and qualitative feedback from both participants and their families. Thematic and statistical analyses were performed to assess the impact of the intervention. Results. Both participants incorporated NFC tags into daily routines, with the digital schedule tag proving most beneficial for organizing tasks. The tags were rated as easy to use, contributed to increased independence, improved confidence, and reduced anxiety during daily activities. Minor technical challenges, such as scanning difficulties, were reported but did not hinder overall positive outcomes. Conclusions. NFC technology, when combined with visual support, demonstrates practical value in promoting autonomy and routine consistency among adolescents with ASD. The results suggest that NFC-based interventions are promising assistive tools that warrant further research with larger and more diverse populations to confirm generalizability and longterm effectiveness.

Adaptive physical education as a tool for developing motor and cognitive skills in children with ASD

Elena F. Legkaya, Kristina F. Salmanova — Thu, 26 Jun 2025 00:00:00 +0300

Context and relevance. Motor disorders are significantly more prevalent among children with disabilities, including those with autism spectrum disorder (ASD), compared to the general pediatric population. Objective. To analyze current scientific data on the impact of adaptive physical education (APE) on motor and cognitive functioning in children with ASD. Hypothesis. The correction of motor disorders through APE is a crucial component of a comprehensive physical, psychological, and social rehabilitation program for children with ASD. Methods and Matherials. An analytical review was conducted using data from open-access sources, periodicals, and the Russian Scientific Electronic Library (eLibrary.ru). A total of 37 domestic and international studies examining the impact of APE on motor-cognitive functioning and social skills in children with ASD were analyzed. Results. The review confirmed the positive effects of APE on the outcomes of comprehensive rehabilitation and social integration in children with ASD. Appropriately selected APE methods enhance motor experience, support the voluntary control of movement, and foster cognitive development. Promising APE approaches include motor correction techniques, body-oriented practices, rhythmic movement therapy, and others. Furthermore, the socializing nature of APE activities was shown to improve children’s speech and social skills. As part of this research, an adaptive SAMBO program was developed and piloted at the Adaptive SAMBO Center in Sochi. The intervention led to significant improvements in children’s speed and strength capacities, motor coordination, and cognitive functioning, as evidenced by enhanced results in dynamometry, the Romberg test, and flexibility assessments. Conclusions. A personalized APE-based program for correcting motor impairments in children with ASD should target the development of core motor skills and objectmanipulation abilities. Effectively implemented APE methods also contribute to the advancement of social and communication competencies.