RU2722673C1 - Method of teaching children with autism spectrum disorders of different degree of manifestation using a model of a polysensory virtual-real-life learning space - Google Patents

Abstract

FIELD: medicine.SUBSTANCE: invention refers to medicine, namely to development and correction of emotional and speech spheres of children with autism spectrum disorder (ASD) of different degree of severity. Disclosed is a method of teaching children with autism spectrum disorders, including corrective exercises, characterized by that in individual sessions for children with autism spectrum disorders with established diagnosis with degrees of severity: F84.0, F84.1, F84.5, F84.8 taking into account the age, health and developmental level of the child, the pedagogue at the first stage immerses it in virtual space using a hardware-software system to perform tasks on the computer and the panel controls the program, fixes result, being out of limits of visibility of child, which is in front of computer screen, by means of keyboard, mouse, pedals underfoot, joystick and microphone performs tasks on computer, which it receives from virtual character. According to the character's reaction, the child understands whether he or she has coped with the task. At the second stage, the teacher has on the table toys, pictures and items identical to those with which the child worked in a computer program, and by means of the panel launches a task on the computer, which is necessary to perform a child with items on the table. According to the results, he sees the character's reaction on the screen and the teacher next to each other, so that the skill is partially transferred to another situation. At the third stage, the teacher arranges separate items and toys identical to those with which the child worked in the computer program, in the training room, using the panel, instructs him to perform manipulations with these objects in the cabinet space. Pedagogue gives an assessment of the child's actions using a panel which controls the character's reactions on the screen, as well as with the help of the teacher's own reaction. There is further extension of boundaries of transferring skills into a new situation. Next stage of training: a teacher places separate items and toys identical to those with which the child worked in a computer program, in a training room and on a table and using a panel board instructs the child to perform manipulations with these objects on the table and in the cabinet space. Pedagogue gives an assessment of the child's actions using a panel which controls the character's reactions on the screen, as well as with the help of the teacher's own reaction. There is a wider range of transfer of skill into a new situation; last stage is a stage of excluding a computer from a system of tasks: a teacher places separate items and toys identical to those with which the child worked in a computer program, in a training room and on a table and instructs the child to independently manipulate said objects on the table and in the cabinet space. Child's actions are assessed by the teacher who records the result.EFFECT: invention provides creation of a polysensory virtual-real educational space facilitating the process of teaching children with autism spectrum disorders of different degree of manifestation by gradual transfer of child's abilities to real space and increasing his interest in real life, improving the overall emotional state.1 cl, 4 ex

Description

The invention relates to the field of pedagogy, in particular to pedagogy of general and special education, and can be used for the development and correction of the emotional and speech spheres of children with autism spectrum disorders (ASD) of varying severity.

Relevance

According to the literature, methods are known that use as a basic principle the conduct of behavioral therapy or didactic (desktop-printed) manuals for the correction of individual developmental lines of a child with an autism spectrum disorder. Over time, these methods have established themselves as insufficiently effective, involving the directive involvement of a teacher.

It is known to use a humanoid robot (for example, the NAO robot: http: // autism-aba.blogspot / ru / 2013/03 / robot-helps-train-children.html) in teaching autistic children. The use of such robots can improve social skills in children, but they require large expenses for creating an “intelligent environment”, including an expensive humanoid robot made in France, several flat displays, several webcams, a special baseball cap with a strip of LEDs, etc. Our method relies on a more affordable system: a home computer with a control program, a microphone and a manipulator such as a game steering wheel with pedals, a table with a set of toys and manuals, which will significantly reduce the cost of the kit, simplify its mass production and, thus, make it accessible to educational organizations with little financial resources.

The well-known "Method of conductive and pedagogical rehabilitation of patients with cerebral palsy" (RU 2272606, IPC A61H 1/00, publ. 03/27/2006). It includes teaching a child a methodologist and teacher the ability to perform movements in a playful way with the help of a sports equipment with the goal of the meaning of the action being performed. At the first stage, the methodologist, with the participation of other children, demonstrates a game complex in front of the child being trained; then a sports equipment is presented - an object or toy familiar to the child, the movements are oriented towards it. At the same time, the teacher supports the child by the hands, sensing his muscular reactions, helps the child choose purposeful from random movements, adjusting the direction to the motivational subject.

In comparison with the described method, which can solve motor (that is, private) problems, our method is immediately focused on the systematic and phased transfer of the developed social and speech skills of the child to the real space, that is, aimed at correcting one of the central problems of children with autistic disorders spectrum - emotional-volitional and social development.

The well-known "Method of socialization and adaptation of children with autism syndrome and an individual training workshop on sewing for its implementation" (RU 2011142028 A, published on 04.27.2013), which consists in the fact that the process of socialization and adaptation of the child is embedded in the mastery of labor skills, in in this case - in the sewing. It is clear that such work is available only in middle school age, while our method is aimed at children starting from preschool age. In addition, to work according to our method, a small set of devices is sufficient, no additional costs are required for arranging an individual sewing workshop, which should be equipped with a personal computer, special work furniture, an air purifier, a zone simulating a natural landscape, etc.

The well-known "Method of teaching preschool children" (RU 2004103539 A, publ. 07/10/2005), the purpose of which is to develop the intelligence of a child through reading cognitive and fiction with possible additional display of plots on a computer display. When trying to use this method in the development of children with autism spectrum disorders, the teacher will inevitably encounter the student’s reluctance to perceive information imposed on him, which also appeals to abstract images that are not related to the surrounding reality. In addition, evaluating the effectiveness of this method involves the use of criteria that are difficult to evaluate, such as increasing a child’s interest in a particular work, the degree of assimilation of information, etc. Our method relies on images from reality surrounding the child, and uses easily verified and documented factors as evaluation criteria. : the number of words in the active dictionary, the ability to perform various commands and actions with surrounding objects.

The well-known "Method of stimulating speech in non-speaking children (RU 2557696 C1, publ. 07.27.2015). At the first stage in the game situation, the child involuntarily makes sounds, which are fixed by the teacher. Further, the child is taught to pronounce sounds that are absent in his speech, using an air stream of exhaled air with the creation of a barrier. This method relies on purely speech therapy methods of work on the development of speech, while our method goes beyond the well-known speech techniques and uses the approaches of modern special psychology.

The technical result of our proposed method is to expand the functionality of the method by creating a multisensor virtual-real learning space that facilitates the learning process for children with autism spectrum disorders of varying severity by phasing the transfer of the child’s skills in the real space and increasing his interest in real life, improving general emotional state.

The method is applicable to children with established diagnoses: F84.0 (childhood autism), F84.1 (atypical autism), F84.5 (Asperger syndrome), F84.8 (other general developmental disorders)

Contraindications are: G40.0 (Localized idiopathic epilepsy and epileptic syndromes with convulsive seizures with focal onset), G40.1 (Localized symptomatic epilepsy and epileptic syndromes with simple partial seizures), G40.2 (Localized symptomatic epilepsy complex with epilepsy and epilepsy and convulsive seizures), G40.3 (Generalized idiopathic epilepsy and epileptic syndromes), G40.4 (Other types of generalized epilepsy and epileptic syndromes), G40.5 (Special epileptic syndromes), G40.6 (grand mal seizures, unspecified), G40. 7 (Small seizures [petit mal], unspecified without seizures of grand mal), G40.8 (Other specified forms of epilepsy), G40.9 (Epilepsy, unspecified)

The method allows dosing, taking into account the age and characteristics of the child’s state of health and the level of development, to expand its zone of proximal development, relying on objects familiar to and desired by the child, operations, methods of interaction with the outside world.

In addition to the actual educational activities, the method allows you to organize breaks in the classroom, give parents tasks to consolidate the material they have learned, acquired knowledge and skills, and also be used as meaningful support for the child’s leisure activities. Using the method in homework allows you to create the same learning situation in different conditions (and therefore does not require additional adaptation from the child). This increases the effectiveness of classes, taking into account the complexity of the emotional-volitional sphere of a child with ASD.

The essence of the proposed method lies in the fact that the creation of a multisensor virtual-real learning space (GRP) is a method of immersing a child with ASD in the world of objects and objects he wants, introducing him into a state of psychological comfort by encouraging his interest in working on a computer for the purpose of development or correction of the emotional sphere and expressive speech.

The links of the polysensor virtual-real space include: 1) a personal computer monitor simulating the virtual world, 2) a desktop in front of the monitor with a set of objects simulating objects on the monitor, 3) an office space where the lesson, which includes objects present, is held on the monitor and desktop. An integral part of GRP is a special teacher’s console, simulators for performing operations with arms and legs, as well as a special microphone with light signals and a vibration signal.

The objective of the invention is to increase the effectiveness of training and habilitation of children with ASD, interaction with which using other methods does not give significant and sustainable results. An equally important result is the improvement of the psychological climate in the child's family, the establishment of its interaction with others.

A method of teaching children with autism spectrum disorders using a multisensor virtual-real-life learning space model allows you to use a specially created computer program, organized didactic space on the table and in the study room, gradually reducing the percentage of time working at the computer, increasing interest in the child’s real life and work environment .

The stages of training using the method consist of:

1) immersion of the child in the polysensor-virtual-real learning space, contact of the child with his virtual friend-assistant, completing tasks on the computer,

2) expanding the scope of tasks for one, and then for two spatial links with the preservation of work on the computer,

3) removal from the scope of the child's operations on the computer, focusing his interest on real objects,

4) consolidation of the achieved results.

The teacher begins the training lesson, not by setting some tasks for the student, but immediately by encouraging him, offering him to "play on the computer." Instead of a living person with whom the child with ASD does not have the necessary interaction, a familiar and desired virtual friend appears on the screen, offering him to play and reacting to the child’s actions with facial expressions, gestures and words. The teacher ceases to be the main participant in classes for the child. It takes place on the side and behind the child, going beyond its vision, and uses a special remote control also invisible to the child to control the computer.

The structure of a multisensor virtual-real learning space includes:

1. PC monitor

2. A desktop in front of the monitor with a set of objects simulating objects on the monitor

3. The room where the lesson takes place, which includes objects that are present on the monitor and desktop

4. Place student

5. The place of the teacher holding a special computer control panel

6. Manipulator for performing operations with arms and legs

7. Special microphone with light signals and vibration signal.

The subject-spatial environment of the room for classes according to the method of work in a multisensor virtual-real educational space includes:

1. A computer monitor on which a child interacts with a virtual friend using a special computer program, and which also shows videos and photographs of various spaces and rooms on which the child performs tasks and sees the result of their completion;

2. The desktop on which the monitor of the personal computer is placed, as well as teaching aids and subjects, including those reflecting the situation of the study space: a table, chair, sofa, bookcase, bookshelf, etc .;

3. The training room with an environment that includes objects reflected on the desktop and displayed on the monitor;

4. A simulator for performing operations with arms and legs;

5. Special microphone with light signals and vibration signal

The mode of conducting classes is determined by a long (1 year) empirical study conducted taking into account the age of the children, their diagnosis, level of development and recommendations of other specialists (in particular, a children's neurologist and psychiatrist). Classes were held using the author's computer program "Speech Therapy Trainer Delph 142" (State Registration Certificate No. 20066611812 of 05.26.2006)

The method is as follows:

1. Work on the computer. The teacher, being outside the limits of the child’s visibility, with the help of a special remote control the program, gives the child tasks and fixes the results. A virtual character acts on the computer screen as an intermediary. On his behalf, the child receives tasks, a reaction to errors and to the quality of the exercise. The character's reaction allows the child to understand whether he coped with the task. The child is in front of a computer screen, receives a task, with the help of a keyboard, mouse, pedals under his feet, a joystick and a microphone performs tasks.

2. Computer - desktop. The teacher has on the table toys, pictures and objects identical to those with which the child worked in a computer program. Using the remote control, launches a task on the computer, which must be performed on the table. The child receives a task, performs certain actions with objects on the table, as a result of which he receives the reaction of the character on the screen and the teacher next to him. Partial transfer of the skill to another situation occurs.

3. Computer - training room. The teacher places individual objects and toys that are identical to those with which the child worked in the computer program in the school building. With the help of the remote control, he instructs the child to manipulate these objects in the office space. The child’s actions are evaluated using the remote control that controls the character’s reactions on the screen, as well as using the emotional reaction of the teacher himself. The child receives the task, performs certain actions with objects in the office space, the results of which receive the character’s reaction on the screen and the teacher next to him. There is a further expansion of the boundaries of the transfer of skill to a new situation

4. Computer - desktop - training room. The teacher places separate objects and toys identical to those with which the child worked in the computer program, in the training room and on the table. Using the remote control, he instructs the child to manipulate these objects on the table and in the office space. The child’s actions are evaluated using the remote control that controls the character’s reactions on the screen, as well as using the emotional reaction of the teacher himself. The child receives a task, performs certain actions with objects on the table and in the office space, as a result of which he receives the reaction of the character on the screen and the teacher next to him. The boundaries of skill transfer to a new situation are expanding

5. Desktop - training room. The teacher places separate objects and toys identical to those with which the child worked in the computer program, in the training room and on the table. It independently instructs the child to perform manipulations with these objects on the table and in the office space. Assessment of the child’s actions is carried out using the emotional reaction of the teacher himself. The child receives a task, performs certain actions with objects on the table and in the office space, according to the results of which he receives the teacher’s reaction. This is the step of excluding the computer from the job system.

Example 1

Child A. born in 2014, desired, pregnancy proceeded normatively, childbirth is independent, on time, is brought up in a complete family. Early psychomotor development with features: after 1.5 years, parents began to pay attention to the peculiarity of the child’s emotional reactions, play and speech development. Stereotypes arose in the behavior, the boy stopped using babbling and short words, with difficulty reacting to educational measures on the part of his parents. Consulted by a psychiatrist, diagnosed with F84.0 (childhood autism). A 3-month-old child attended special correctional classes with a psychologist and speech therapist; there were no positive dynamics. There was no speech. Stereotypes and violation of the emotional sphere remained unchanged (did not smile, did not respond to emotionally intense events, did not respond to the ban, etc.). At the age of 4 years, in September 2018, the child began to attend classes using the polysensory virtual-real-space model 3 times a week for 40 minutes. At home, parents duplicated classes with the child using the proposed method from 2 to 4 times a week. Three months later, in December 2018, a positive dynamics in the development of the child was noted: 10 words in the active dictionary, a decrease in the number of stereotyped reactions by 50%, an emotional response to the game, and interaction with close adults. After another 3 months, in March 2019, the volume of the dictionary increased by 100% (20 words), stereotypes occurred sporadically, only in a state of child fatigue or emotional discomfort, the number of harmonious emotional reactions increased by 60% from the initial level.

Example 2. A baby B., born 2012, desired, pregnancy proceeded against gestosis, with the threat of termination in the first trimester. Delivery on time, independent, fetal hypoxia during childbirth. An early period with a lag in the line of motor development of the child. From the age of 2.5 years, parents began to note the peculiarity in the emotional and speech development of the baby. The boy closed up, did not react to his parents, the words that he had previously used disappeared from active speech, the child switched to lowing and gestures. At the age of 3.5 years, the boy was consulted by a psychiatrist, sent for a genetic examination. Diagnosed with F84.1 (atypical autism). The child began to attend classes with a defectologist, during the year he studied without positive dynamics. At the age of 5.5 years, he began to engage in using a model of polysensor virtual-real space 3 times a week for 40 minutes. At home, parents were able to duplicate classes using the proposed method 2 times a week. Three months later, the number of unproductive obsessive movements decreased (by 40% during the hour of registration), the boy began to act purposefully accompanied by the teacher, perform the necessary training operations, a smile appeared in response to a smile, three words appeared in the active dictionary. After another three months, the active vocabulary increased by 66%, the stereotype of reactions decreased by 50% during the hour of registration, their own cooperation with parents appeared (took by the hand, offered to play, and responded emotionally to the interaction).

Example 3. Child V., born 2010, welcome, late. Pregnancy proceeded against the background of increased tone, the threat of interruption throughout. Delivery by Caesarean section at 37 weeks with the onset of labor in connection with fetal hypoxia. After birth, the baby did not breathe, resuscitation measures were carried out. Mom noted the "adult" reactions of the child from the first months - for a long time examined her face, a drawing on the wallpaper. The boy did not crawl, he went at 10 months, he walked on tiptoe. The first words appeared at the age of 7 months. The dream was superficial, disturbing. He was selective in food, with difficulty chewing solid food. By the age of 2, he spoke in detailed phrases, composing whole stories. At 3 years old he learned to read, spent hours playing Lego. After 3 years, he began to shun people, loved to be alone. At the age of 5 years, he was consulted by a psychiatrist, diagnosed with F84.5 (Asperger syndrome). This syndrome was previously diagnosed with his grandfather. Until this time, no correctional classes were conducted with the child, since he was generally ahead of his peers in speech and intellectual development. Social skills and emotional deterioration. At the age of 6.5 years, classes began using the polysensor virtual-real-space model 3 times a week for 40 minutes. At home, parents duplicated classes with the child using the proposed method 4-5 times a week for 30-45 minutes. Three months later, the boy had a desire to interact with the teacher and parents in the game, the fear of other children on the playground decreased. The time of productive interaction with others increased by 45%. After another three months of classes, the boy was able to start studying in a group with other children in kindergarten (until this moment, when trying to leave the child in the group, panic arose, the child screamed, covered his face, and hammered into a corner). At home, the child actively interacted with family members, did not demonstrate protest reactions. The time of productive interaction in comparison with the initial level increased by 80%. The number of harmonious emotional reactions increased by 40%.

Example 4. Child D. born in 2009, coveted. From the anamnesis it is known that pregnancy proceeded against the background of the threat of interruption, childbirth by emergency Cesarean section at 35-36 weeks. In the first year of life, no deviations in the development of the child were noted. Then, from the age of 2 years, she was observed by a psychiatrist in connection with behavioral patterns: she screams, cries hysterically, demonstrates ambivalent reactions (at the same time requires mutually exclusive things), is not involved in joint games with an adult, is interested in toys for a younger age. Independent game is primitive, stereotyped. He learns new game actions for a long time. By age 3, there was no active speech. Consulted by a psychiatrist at the age of 4.5 years. Diagnosed with F84.8 (Other general developmental disorders). At the age of 7.5, he began to engage in using a model of a polysensor virtual-real space 3 times a week for 40 minutes. At home, parents duplicated classes using the proposed method 3 times a week. Three months later, the child was able to actively interact with the teacher within 15 minutes within the framework of playing activities, performing the necessary operations, thus, the interaction time increased by 300% from the initial level. In response to comments and corrections, he did not shout, he stopped and changed his behavior. In active speech, 8 words appeared (400% of the initial level). Three months later, the active vocabulary increased to 15 words (another 187%), their own cooperation with parents appeared, the child was able to attend kindergarten, in which he spent 4 hours every day without demonstrating emotional discomfort, performing all household skills.

Claims (1)

A method of teaching children with autism spectrum disorders, including corrective classes, characterized in that in individual classes for children with autism spectrum disorders with a diagnosis with severity levels: F84.0, F84.1, F84.5, F84.8 taking into account age , the health features and the level of development of the child, the teacher is phased: at the first stage, immerses him in virtual space using a hardware-software complex for completing tasks on a computer and controls the program with the remote control, captures the result, being outside the visibility of the child who is in front of the computer screen, using the keyboard, mouse, pedals under his feet, a joystick and a microphone, he performs tasks on the computer that he receives from a virtual character, and according to the character’s reaction, the child understands whether he coped with the task; at the second stage, the teacher places toys, pictures and objects on the table that are identical to those with which the child worked in the computer program, and with the help of the remote control starts a task on the computer that the child needs to complete with the objects on the table, according to the results of which he sees the character’s reaction to the screen and the teacher next to you, thus partially transferring the skill to another situation; at the third stage, the teacher places individual items and toys that are identical to those with which the child worked in the computer program in the training room, using the remote control gives him the task to manipulate these objects in the office space, the teacher gives an assessment of the actions of the child using the remote control the character’s reactions on the screen, as well as with the help of the teacher’s own reaction, further expand the boundaries of transferring the skill to a new situation; the next stage of training: the teacher places separate objects and toys that are identical to those with which the child worked in the computer program, in the training room and on the table and, using the remote control, instructs the child to manipulate these objects on the table and in the office space, evaluate the actions of the child the teacher gives with the help of the remote control the character’s reactions on the screen, as well as with the help of the teacher’s reaction, the boundaries of the skill’s transfer to a new situation expand; the last stage is the stage of exclusion of the computer from the task system: the teacher places separate objects and toys identical to those with which the child worked in the computer program, in the training room and on the table and gives the child the task to independently manipulate these objects on the table and in space office, an assessment of the actions of the child is made by the teacher, who records the result.