UDC 376-053.5-056.34:616.896 CORRECTION OF PROGNOSTIC FUNCTIONS OF IMAGINATION OF PRIMARY SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS
DOI : https://doi.org/10.51706/2707-3076-2025-12-14
Abstract
The purpose of the article is to shed light on the approaches of the developing and main content of the special program for correcting the predictive functions of primary-school-aged children’s with autism spectrum disorders imagination. The methodological basis of the research is based on the use of experimental methods. Сurrent educational correctional and developmental programs for children with intellectual disabilities and autism spectrum disorders were also used. The scientific novelty of the article lies in the development of the program content for the correctionof development primary-school-aged schoolchildren’s with autism spectrum disorders prognostic functions. This program aimed at close ties beetwen prognostic functions and other mental processes, in particular, thinking.The predictive function of imagination is fundamental for ensuring planning of own acts and successful socialization of pupils with autism spectrum disorders. The results of the theoretical analysis and ascertaining experiment has proved the need to include the following directions in the program content: formation of mental operations; formation of time representations; formation of the ability to establish the sequence of events and cause-and-effect relationships; formation of an internal action plan. The content of the program, methods, rules and conditions of working with children is described in the article.The condition for the effective formation of the primary-school-aged children’s with autism spectrum disorders necessary functions and skills is a comprehensive approach. Prognostic functions correction of their imagination involves not only influencing these abilities, but also the development of logical thinking and mental operations, between which a close relationship is traced. Correctional activities should be carried out not only on individual lessons, but also developed through specific correctional and developmental goals as a component of the educational process.
