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Lecture notes, cheat sheets
Special psychologist. Cheat sheet: briefly, the most important
Directory / Lecture notes, cheat sheets Table of contents
1. SPECIAL PSYCHOLOGY AS A BRANCH OF SCIENCE AND PRACTICE. MAIN DIRECTIONS Special psychology - the area of psychological knowledge about special conditions that arise mainly in childhood and adolescence under the influence of various factors (organic or functional nature), manifested in a slowdown or pronounced originality of the child's psychosocial development, making it difficult for him to socially and psychologically adapt, be included in the education process and further professional self-determination. Objects of study and practice special psychology are children and adolescents with various deviations in mental, somatic, sensory, intellectual, personal and social development, as well as older people with special educational needs due to health problems. Basic goals special psychological support in the education system - identifying, eliminating and preventing an imbalance between the processes of learning and development of a child with psychophysical disabilities and his capabilities. Special psychology contains knowledge that can serve as a methodological basis for creating conditions for optimal socio-psychological adaptation and further professional self-determination of graduates of special educational institutions. Special psychology as a direction of psychological science and practice is developing intensively. It is located at the intersection of the humanities, natural sciences and pedagogy. Together with the term "special psychology", the concept of "correctional (special) pedagogy" entered scientific use. Before others appeared such directions of special psychology, How psychology of the mentally retarded (oligophrenopsychology), psychology of the deaf (audiopsychology), psychology of the blind (tiflopsychology). Currently, there are tendencies to revise clinical and psychological terms and replace them with psychological and pedagogical terms. For example, instead of "psychology of the mentally retarded" and "oligophrenopsychology", the terms "psychology of children with severe deviations in intellectual development", "psychology of children with underdevelopment of the cognitive sphere", etc. are used. Modern special psychology includes the psychology of children with mental retardation, disorders of the emotional-volitional sphere and behavior, dysfunctions of the musculoskeletal system and speech, with complex developmental disabilities. The steady increase in the number of combined developmental disorders, the increase in the number of children with psychogenic disorders, manifested in autism, aggressiveness, behavioral and activity disorders, etc. - all this leads to the fact that a significant number of children who are in preschool educational institutions of a general developmental type, as well as students of general education schools. 2. MODERN CONCEPTS OF NORMAL AND DEFECTIVE DEVELOPMENT Determining the "degree of normality" of a person is a complex and responsible interdisciplinary problem. The "norm" in relation to the level of psychosocial development of a person is increasingly "blurred" and is considered in various meanings. Statistical norm - this is a level of psychosocial development of a person that corresponds to the average qualitative and quantitative indicators obtained from a survey of a representative group of a population of people of the same age, gender, culture, etc. Orientation to the statistical norm of development of certain mental qualities is especially important at the stage of primary diagnosis of the mental state of the child in determining the nature of the underlying disorder, its severity. As a rule, the statistical norm is a certain range of values for the development of some quality (height, weight, level of intelligence development, its individual components, etc.) located near the arithmetic mean, as a rule, within the standard deviation. Orientation to the statistical norm is important, first of all, at the stage of identifying developmental deficiencies and determining the measure of their pathology, which requires special psychological and pedagogical, and in some cases medical care. functional norm. The concept of the functional norm is based on the idea of the uniqueness of the path of development of each person, as well as the fact that any deviation can be considered a deviation only in comparison with the individual development trend of each person. This is a kind of individual developmental norm, which is the starting point and at the same time the goal of rehabilitation work with a person, regardless of the nature of his violations. The achieved state can only be considered the norm when, in the process of independent development or as a result of special correctional and pedagogical work, such a combination of relationships between the individual and society is observed in which the individual, without prolonged external and internal conflicts, productively performs his leading activity, satisfies basic needs, and at the same time fully meets the requirements that presents to her society, depending on age, gender, level of psychosocial development. Ideal rate - the optimal development of the individual in optimal social conditions for her. This is the highest level of functional norm. 3. MECHANISMS OF GENETIC INFLUENCES The beginning of any living organism is given by the union of maternal and paternal cells into a new cell, which consists of 46 chromosomes, during normal development these are 23 pairs, from which all the cells of the new organism are subsequently formed. Segments of chromosomes are called genes. They contain information both common to all people, ensuring the development of the organism, and determining individual differences, including the appearance of certain deviations. The dynamics of individual development and the specifics of the maturation of various mental functions in the postnatal period of ontogenesis, of course, depend on sociocultural influences that have different effects on brain structures and their functioning, since the genetic development program unfolds sequentially, in accordance with the patterns of maturation of various levels of the nervous system, in particular parts of the brain. Relations "parent - child" are considered by sociobiologists as a primary society, the evolutionary-genetic task of which is the reproduction of genes. Inherited quality is determined a combination of genes in a pair. Exist the following combinations: DD (parents passed on dominant genes); Dd (one of the parents passed on the dominant gene, the other - the recessive one) and dd (both parents passed on the recessive genes). In most cases, a chromosomal abnormality leads to the death of the fetus in the womb or to premature birth and miscarriage. However, there is a fairly common anomaly in development - Down's syndrome, occurring in a ratio of 1: 600-700 newborns, in which the cause of systemic disorders of the child's psychophysical development is the appearance of an additional chromosome in the 21st pair (trisomy). Chromosomal abnormalities occur in approximately 5% of established pregnancies. As a result of intrauterine death of fetuses, their number decreases to approximately 0,6% of children born. In order to prevent the appearance of children with hereditary pathology of development, genetic consultations are carried out, the purpose of which is to determine the heritability pattern of a particular pathogenic trait and the possibility of its transmission to future children. Data on the likelihood of having a normal child or with a developmental pathology are communicated to parents. 4. SOMATIC FACTOR The earliest state of neuro-somatic weakness occurs - neuropathy, which creates certain difficulties for the psychophysical and emotional development of the child. It is considered as a multifactorial disorder of congenital origin, i.e. as a violation that appears at the time of intrauterine development or childbirth. The main signs of neuropathy Emotional instability - increased tendency to emotional disorders, anxiety, rapid onset of affects, irritability, weakness. Vegetative dystonia - a disorder of the nervous system that regulates the work of internal organs, which is expressed in various violations of the functioning of internal organs (intestinal tract, respiration, etc.). Sleep Disorders - Difficulty falling asleep, night terrors, refusal to sleep during the day. Metabolic disorders, tendency to allergies with various manifestations, increased sensitivity to infections. Moreover, allergies in boys and poor appetite can be associated with states of emotional dissatisfaction of the mother with marriage during pregnancy. General somatic weakness, decreased body defenses - the child often suffers from acute respiratory infections, acute respiratory viral infections, gastrointestinal diseases, diseases of the respiratory system, etc. Minimal brain weakness - increased sensitivity of the child to various external influences: noise, bright light, stuffiness, weather changes, travel by transport. Psychomotor disorders (involuntary urination during daytime and nighttime sleep, tics, stuttering). These disorders, in contrast to similar disorders that have more serious organic causes, usually disappear with age and have a pronounced seasonal dependence, aggravating in spring and autumn. With the timely organization of restorative, recreational activities, including a comfortable psychological atmosphere, the signs of neuropathy may decrease over the years. Under adverse circumstances, neuropathy becomes the basis for the development of chronic somatic diseases, psycho-organic syndrome. Somatic diseases are the second most important cause (after organic brain damage) that causes disturbances in the psychophysical health of children, hindering their personal and social development and successful learning. 5. SOCIAL RISK FACTORS OF DEFECTS IN PSYCHOPHYSICAL AND PERSONAL AND SOCIAL DEVELOPMENT Mechanisms of social influences in the prenatal and natal periods of child development. The main "conductor" of social influences at this time of the child's development is the mother. Already in the prenatal period, the child is negatively affected not only by pathogenic biological factors, but also by unfavorable social situations in which the mother finds herself. During the period of intrauterine development, the so-called basic perinatal matrices of emotional experience are laid in the child. Depending on the biological and social conditions of the course of pregnancy, they can become both a full-fledged basis for the normal mental development of the child, and its pathogenic base. The most pathogenic are prolonged negative experiences of the mother. Their results are the production and release of anxiety hormones into the amniotic fluid. Their influence is manifested in the narrowing of the vessels of the fetus, which makes it difficult to deliver oxygen to the brain cells, the fetus develops under conditions of hypoxia, placental abruption and, accordingly, premature birth can begin. Mechanisms of social influences in the period of individual development. The smaller the child, the greater the role of the family in the occurrence and prevention of developmental deficiencies. The condition for full-fledged development in infancy is, first of all, the existence of conditions for the development of direct emotional communication between the child and the adult. The absence of such conditions leads, as a rule, to a delay in the psycho-emotional development of the child. These data were obtained in studies conducted on orphans and children whose mothers were in prison. Regardless of the moral character of the mother, communication with her is more beneficial for the baby than being in a nursery group, where children are practically deprived of individual attention. However, the presence of a child in a social risk family also increases the risk of pedagogical and social neglect, deterioration of physical and mental health, and aggravation of existing developmental deficiencies. Any one-sidedness in assessing the causes of a child's deviant development hinders the identification of the actual patterns of this process and the construction of appropriate developing and corrective psychological and pedagogical systems. 6. TYPES OF DEFECTIVE DEVELOPMENT (DYZONTOGENIA) Term "dysontogeny" was introduced by representatives of clinical medicine to refer to various forms of disruption of normal ontogenesis that occur in childhood, when the morphofunctional systems of the body have not yet reached maturity. For the most part, these are the so-called non-progredient painful conditions - malformations, its pathological modification. They obey the same laws as normal development, but they impede the full psychosocial development of the child without appropriate special psychological and pedagogical, and in some cases medical care. According to available data, for the first time the term "dysontogeny" was used by A.I. Schwalbe in 1927 to indicate deviations in the formation of body structures during fetal development. Accordingly, in domestic defectology (and now - special pedagogy and special psychology) the term "developmental anomaly" was accepted for a long time. During the period of the emergence of defectology, the term "defective children" was used. At present, in connection with the transition of pedagogy from subjective-objective to subjective-subjective, focusing primarily on the individual developmental trends of the child, world science is actively searching for more humane terminology in relation to children with developmental disabilities. It is widespread, but rather vague terms: "children at risk", "children with special needs", "children with special educational needs", "poorly adapting children", "children with special rights". In domestic official documents, the term "children with disabilities" is now beginning to be used. In addition, in domestic and international documents aimed primarily at creating equal opportunities for the development and education of children with various disabilities, the term "disabled" is used. In accordance with the ideas of clinicians G.E. Sukhareva and M.S. Pevzner, as well as modern research in the field of neuropsychology conducted by V.V. Lebedinsky, E.G. Simernitskaya, A.V. Semenovich and others, distinguish the following factors affecting the type of dysontogeny that has arisen in a child: 1) time and duration of exposure to damaging agents (age-related dysontogenesis); 2) their etiology; 3) the prevalence of the disease process - the locality or systemic nature of the pathogenic effect; 4) the degree of violation of interfunctional relationships. 7. AGE CONDITIONING OF DYSONTOGENIA In the course of the individual development of the child, there is a constant struggle between the immaturity of the structures of his body and the possibilities of growth or development. Depending on the predominance of the first or second factor under the same conditions, in some cases one can expect more stable pathological changes, in others - lighter, amenable to correctional and pedagogical influence (L.S. Vygotsky, G.E. Sukhareva, G. Gelnits). The most vulnerable periods of childhood are the periods of "primary immaturity" of the organism (at the age of up to three years) and the restructuring of the organism at puberty, when the already harmoniously formed systems of the child's organism again lose their state of equilibrium, reorganizing themselves into "adult" functioning. During periods of preschool and primary school age (3-11 years), the child's body is a system that is more resistant to irreversible deviations. Each age leaves its mark on the character neuropsychic response under pathogenic influence. Levels of this response are: - somatovegetative (from 0 to 3 years) - against the background of the immaturity of all systems, the body at this age reacts to any pathogenic effect with a complex of somatovegetative reactions, such as general and autonomic excitability, fever, sleep disturbance, appetite, gastrointestinal disorders; - psychomotor (4-7 years) - intensive formation of the cortical sections of the motor analyzer, in particular the frontal sections of the brain, makes this system predisposed to hyperdynamic disorders of various origins, such as psychomotor excitability, tics, stuttering, fears; - affective (7-12 years old) - the child reacts to unwanted and harmful influences with a noticeable affective component: from pronounced autism to affective excitability with phenomena of negativism, aggression, neurotic reactions; - emotional and ideational (12-16 years old) - the leading level in prepubertal and pubertal ages. It is characterized by pathological fantasizing, overvalued hobbies, overvalued hypochondriacal ideas, such as imaginary ugliness (dysmorphophobia, anorexia nervosa), psychogenic reactions of protest, opposition, emancipation. These reactions are an exacerbated form of normal age-related response to certain negative influences. 8. THE CONCEPT OF PRIMARY AND SECONDARY DEFECTS OF DEVELOPMENT The concept of primary and secondary developmental defects was introduced L.S. Vygotsky. Primary defects arise as a result of organic damage or underdevelopment of any biological system (analyzers, higher parts of the brain, etc.) due to the influence of pathogenic factors. Secondary - have the character of mental underdevelopment and violations of social behavior, not directly arising from the primary defect, but caused by it (speech impairment in the deaf, impaired perception and spatial orientation in the blind, etc.). The less the violation is connected with the biological basis, the more successfully it lends itself to psychological and pedagogical correction. The predominant symptomatology of each age level of response does not exclude the symptoms of previous levels, but assigns them a less prominent place in the picture of dysontogenesis. In the process of development, the hierarchy between primary and secondary, biological and socially determined disorders changes. If at the initial stages the main obstacle to training and education is an organic defect, i.e. the direction of secondary underdevelopment "from the bottom up", then in the case of untimely started correctional and pedagogical work or its absence, the secondary phenomena of mental underdevelopment, as well as inadequate personal attitudes caused by failures in various types of activity, often begin to take a leading place in the formation of a negative attitude towards oneself , social environment and main activities. Extending to an ever wider range of psychological problems, secondary underdevelopment begins to have a negative impact on elementary mental functions, i.e. the direction of pathogenic influence begins to go "from top to bottom". On the personal level compensation acts as one of the protective mechanisms, consisting in an intensive search for an acceptable replacement for real or imaginary insolvency. The most mature defense mechanism is sublimation (lat. sublime - "up", "up"). As a result of the “launch” of this mechanism, energy is switched from unsatisfied desires (especially sexual and aggressive ones) to socially approved activity that brings satisfaction. 9. MAIN TYPES OF MENTAL DYSONTOGENESIS One of the first scientific technologies of deviant development can be considered a classification proposed by L.S. Vygotsky. At the heart of the currently most widely used classification of types of mental dysontogenesis, proposed by V.V. Lebedinsky, are the ideas of domestic and foreign scientists about the main directions of violations that are irreducible to each other mental development of a person: - retardation (delayed development) - delay or suspension of all aspects of mental development or mainly its individual components; - maturational dysfunction associated with morphological and functional age-related immaturity of the central nervous system and the interaction of immature structures and functions of the brain with adverse environmental factors; - damaged development - isolated damage to any analyzer system or structure of the brain; - asynchrony (distorted development) - disproportionate mental development with a pronounced advance in the pace and timing of the development of some functions, a delay or a pronounced lag in others. Classification of types of mental dysontogenesis V.V. Lebedinsky. The first group of dysontogeny includes deviations in the type of retardation (delayed development) and maturation dysfunction: general persistent underdevelopment (mental retardation of varying severity), delayed development (mental retardation). Ко second group there are deviations according to the type of damage: damaged development (organic dementia), deficient development (severe disorders of the analyzer systems: vision, hearing, musculoskeletal system, speech, development in conditions of chronic somatic diseases). К third group dysontogeny include deviations in the type of asynchrony with a predominance of emotional and volitional disorders: distorted development (early childhood autism), disharmonic development (psychopathy). In recent years, more and more children with complex developmental disabilities have appeared who have a combination of two or more areas of deviant development (deaf-blind children, children with deficiencies in individual analyzer systems, etc.), which gives reason to single out a specific group of dysontogenies called " children with complex developmental disabilities. In fact, now we can only talk about the predominance of the leading line in the child's dysontogenesis. 10. VIOLATIONS OF SPEECH MEDIATION, RECEPTION, PROCESSING, STORAGE AND USE OF INFORMATION. As experimental neurophysiological and psychological studies show, any pathology disrupts the "decoding" of the surrounding world. Depending on the specifics of the deviation, various parameters of the surrounding reality are distorted. So, in case of sensory pathology, sensory information is distorted at the stage of its reception through a damaged analyzer, in case of pathology of the emotional-personal sphere, the perception, interpretation and use of social information are distorted. Of particular importance is the formation of the regulatory function of speech, which is inextricably linked with the development of the proper speech function, and the frontal parts of the brain as the brain basis of volition. The delay in the maturation of the frontal structures is a common pathogenetic characteristic of a number of dysontogenies, such as mental retardation, mental retardation, early childhood autism, etc. With all deviations in mental development, a divergence of non-verbal and verbal behavior is observed to a greater or lesser extent, which makes it difficult for the normal development of the child and requires the use of special methods of his upbringing and training. Any defect makes it difficult for a person to achieve an optimal balance between the ability to satisfy their significant needs and the conditions available for this, including both purely domestic conditions, for example, the availability of ramps for wheelchair access, and socio-psychological ones - the readiness of the immediate social environment to communicate with such people. To the first group conditions for the emergence of socio-psychological maladjustment include general patterns of dysontogenetic disorders (for example, arising from the underdevelopment of the analyzer systems - visual, auditory, skin, motor) or based on early organic brain damage, such as mental retardation, mental retardation, cerebro-organic genesis, etc. to the second group relate specific patterns inherent in a particular type of dysontogenesis (general persistent mental underdevelopment of the type of mental retardation, distorted development of the type of early childhood autism, etc.). 11. CLASSIFICATION OF MENTAL RETARDATION BY SEVERITY Mentally retarded children - one of the most numerous categories of children who deviate from the norm in their development. Classification of children with general mental underdevelopment, proposed M.S. Pevzner, has five forms. 1. In an uncomplicated form, the child is characterized by the balance of the main nervous processes. Deviations in cognitive activity are not accompanied by gross violations of the analyzers. The emotional-volitional sphere is relatively intact. The child is capable of purposeful activity, but only in cases where the task is clear and accessible to him. In the usual situation, his behavior does not have sharp deviations. 2. With oligophrenia, characterized by instability of the emotional-volitional sphere by the type of excitability or lethargy, the child's inherent disorders are clearly manifested in changes in behavior and reduced performance. 3. In oligophrenics with dysfunction of the analyzers, a diffuse lesion of the cortex is combined with deeper lesions of one or another brain system. These children additionally have local defects in speech, hearing, vision, and the musculoskeletal system. 4. In oligophrenia with psychopathic behavior, the child has a sharp violation of the emotional-volitional sphere. First of all, he has an underdevelopment of personal components, a decrease in criticality towards himself and others, disinhibition of drives, a tendency to unjustified affects. 5. In oligophrenia with severe frontal insufficiency, cognitive impairment in a child is combined with personality changes in the frontal type with severe motor impairment. These children are lethargic, lack of initiative and helpless. Their speech is wordy, empty, has an imitative character. They are not capable of mental tension, purposefulness, activity, poorly take into account the peculiarities of the situation. Oligophrenic children are characterized by persistent disorders of all mental activity, clearly manifested in a decrease in the activity of cognitive processes, especially verbal-logical thinking. Moreover, there is not only a lag behind the norms, but also a deep originality of personal manifestations and the entire cognitive sphere. Thus, mentally retarded children can in no way be equated with normally developing younger children. They are different in their main manifestations. 12. FEATURES OF DEVELOPMENT OF THE COGNITIVE SPHERE OF A MENTALLY RELATED CHILD Mental retardation entails an uneven change in the child's various aspects of mental activity. The structure of his psyche extremely complex. The primary defect gives rise to many other secondary and tertiary abnormalities. Violations of the cognitive activity and personality of a child with general mental underdevelopment are clearly detected in its most diverse manifestations. Oligophrenic children are capable of development, which is carried out slowly, atypically, with many, often very sharp, deviations from the norm. The development of a mentally retarded child is determined by biological and social factors. The first of these include the severity of the defect, the qualitative originality of its structure, the time of occurrence. To the second - the immediate environment of the child: the family in which he lives; adults and children with whom he communicates and spends time; school. Insufficient cognitive activity, weakness of orienting activity are symptoms that directly follow from the characteristics of the neurophysiological processes of the cerebral cortex of mentally retarded children. play an important role in the child's understanding of the world around his feelings and perceptions. They create a concrete base for getting to know what is around him, for the formation of thinking, they are necessary prerequisites for practical activity. In mentally retarded children, more often than in normally developing children, there are violations of sensations of various modalities and, accordingly, the perception of objects and situations. Mentally retarded students are characterized by a narrowness of visual perception, which reduces the possibility of getting acquainted with the outside world, and also negatively affects the acquisition of reading. Violations of spatial orientation - one of the pronounced defects that occur with mental retardation. The formation of the speech of a mentally retarded child is carried out in a peculiar way and with a great delay. Formation of mental activity mentally retarded preschoolers have especially great difficulties. They are characterized by the use of a visual-effective form of thinking. Moreover, when solving this or that problem, they resort mainly to the trial and error method, repeating the trials in an unchanged form and, accordingly, getting the same incorrect result all the time. 13. PECULIARITIES OF THE DEVELOPMENT OF SELF-ESTIMATION OF A MENTALLY RELATED CHILD The personality develops in the process of activity and communication with other people, in interaction with which it is included in a socially necessary way. The development of personality in ontogenesis occurs along two complementary lines: socialization and individualization (acquisition of independence, relative autonomy). In the process of personal development, certain social guidelines are formed in relation to oneself and others. Self-esteem is an important component of self-consciousness, which determines not only the attitude towards oneself, but also creates the basis for building relationships with others. The source of self-esteem is a generalized attitude towards oneself, not limited to the framework of any one activity. Increased self-esteem of mentally retarded children is associated with their general intellectual underdevelopment, general immaturity of the personality. Such self-esteem may arise as a pseudo-compensatory characterological formation in response to a low assessment from others. It is precisely because of weakness, from a sense of one's own low value (often unconscious) that pseudo-compensatory reassessment of one's personality. Special research B.I. Pinsky on the impact of assessment on the performance of a simple motor task showed that all categories of subjects demonstrate some deterioration in performance: normally developing children, mentally healthy adults and mentally retarded children. However, if subjects with a normal level of mental development show an increase in the pace of the activity performed, associated with a desire to improve its results, then such an interest is not observed in the mentally retarded, and the pace of work remains the same. At the same time, the observed trend should not rule out a differentiated approach to the use of assessment in teaching children of this category, since some of them have a low and very fragile self-esteem, which is completely dependent on external assessment. A seeming independence from external evaluation may arise in children who are vulnerable and have low self-esteem, but who are accustomed to failure and have created a protective barrier for themselves from external evaluation. 14. CAUSES AND MECHANISMS OF MILD DEVIATIONS IN CHILD DEVELOPMENT The main distinguishing pathogenic characteristic of children who experienced difficulties in assimilating knowledge and ideas at the initial stage of education in general educational programs is the immaturity of the emotional-volitional sphere according to the type infantilism. Infantilism is clearly manifested in conditions when the child must fulfill new requirements for him, in particular during the transition from preschool to school childhood. Infantile children are motorally disinhibited, restless, their movements are impetuous, fast, insufficiently coordinated and clear. In 1966 g M.S. Pevzner classification has been proposed mental retardation (ZPR), including the following clinical options: 1) psychophysical infantilism with underdevelopment of the emotional-volitional sphere in children with intact intelligence (uncomplicated harmonic infantilism); 2) psychophysical infantilism with underdevelopment of cognitive activity; 3) psychophysical infantilism with underdevelopment of cognitive activity, complicated by neurodynamic disorders; 4) psychophysical infantilism with underdevelopment of cognitive activity, complicated by underdevelopment of speech function. In subsequent years, when examining children with learning difficulties and mild developmental disabilities, the clinical diagnosis of mental retardation was increasingly made in cases where emotional-volitional immaturity was combined with insufficient development of the cognitive sphere of a neo-oligophrenic nature. Causes of mental retardation M.S. Pevzner и T.A. Vlasov allocated. Unfavorable course of pregnancy, related to: 1) diseases of the mother during pregnancy; 2) chronic somatic diseases of the mother that began before pregnancy; 3) toxicosis, especially in the second half of pregnancy; 4) toxoplasmosis; 5) intoxication of the mother's body due to the use of alcohol, nicotine, drugs, chemicals and drugs, hormones; 6) incompatibility of the blood of the mother and the baby according to the Rh factor. Childbirth pathology: 1) injuries due to mechanical damage to the fetus when using various means of obstetrics, such as, for example, forceps; 2) asphyxia of newborns and its threat. Social factors: pedagogical neglect as a result of limited emotional contact with the child both in the early stages of development (up to three years) and in later age periods. 15. CLASSIFICATION OF CRA BY SEVERITY AND ETIOPATOGENETIC PRINCIPLE ZPR of constitutional origin. We are talking about the so-called harmonic infantilism (uncomplicated mental and psychophysical infantilism, according to the classification M.S. Pevzner и T.A. Vlasova), in which the emotional-volitional sphere is, as it were, at an earlier stage of development, in many respects resembling the normal structure of the emotional make-up of younger children. The predominance of game motivation of behavior, an increased background of mood, spontaneity and brightness of emotions with their surface and instability, and easy suggestibility are characteristic. During the transition to school age, the importance of playing interests for children remains. Harmonic infantilism can be considered a "nuclear" form of mental infantilism, in which the features of emotional-volitional immaturity appear in the purest form and are often combined with an infantile body type. ZPR of somatogenic origin. This type of developmental anomaly is caused by long-term somatic insufficiency (weakness) of various origins: chronic infections and allergic conditions, congenital and acquired malformations of the somatic sphere, primarily the heart. ZPR of psychogenic origin. This deviation in development is associated with unfavorable conditions of education that impede the correct formation of the child's personality (incomplete or dysfunctional family, mental trauma). The social genesis of this developmental anomaly does not exclude its pathological nature. ZPR of cerebro-organic origin. This type of ZPR occupies the main place in this polymorphic developmental anomaly. It occurs more often than the other types described above, often has greater persistence and severity of disturbances both in the emotional-volitional sphere and in cognitive activity. Cerebral-organic insufficiency primarily affects the structure of the mental retardation itself - both on the features of emotional-volitional immaturity and on the nature of cognitive impairment. Emotional-volitional immaturity is represented by organic infantilism. Sick children are characterized by a weak interest in evaluation, a low level of claims. Their suggestibility has a coarser connotation and often reflects an organic defect in criticism. Game activity is characterized by poverty of imagination and creativity, certain monotony and monotony. 16. PECULIARITIES OF THE DEVELOPMENT OF THE COGNITIVE SPHERE OF CHILDREN WITH CRA The main sign of ZPR is the immaturity of the emotional-volitional sphere. One of its manifestations is the inability to concentrate on the performance of educational tasks. The following features of attention in children with mental retardation: 1) instability (fluctuation) of attention, which leads to a decrease in productivity, makes it difficult to complete tasks that require constant monitoring, indicates the immaturity of the nervous system; 2) reduced concentration, expressed in the difficulty of concentrating on the object of activity and the program for its implementation, rapid fatigue, which indicates the presence of organic factors of somatic or cerebro-organic origin; 3) a decrease in the amount of attention, i.e. the child retains at the same time a smaller amount of information than the one on the basis of which it is possible to effectively solve game, educational and life tasks, it is difficult to perceive the situation as a whole; 4) reduced selectivity of attention, which manifests itself in the difficulty of distinguishing the goal of the activity and the conditions for its implementation among insignificant side details; 5) reduced distribution of attention, i.e. the child cannot perform several actions at the same time, especially if all of them need conscious control during their assimilation; 6) "sticking of attention", which is expressed in the difficulty of switching from one type or method of activity to another, in the absence of a flexible response to a changing situation; 7) increased distractibility. Children with mental retardation are distinguished by the peculiarity of speech development. The signs of a kind of delay in speech development include the process of age-related word formation with mental retardation. Usually the process of rapid word creation in normally developing children ends by the senior preschool age. In children with mental retardation, this process is delayed until the end of elementary school. According to the degree of speech disorders, observed in children with mental retardation can be divided into three groups: 1) an isolated phonetic defect (incorrect pronunciation of only one group of sounds); 2) combined defect (pronunciation defects are combined with phonemic hearing disorders); 3) systemic underdevelopment of speech (violations of the lexical and grammatical side of speech against the background of an extremely poor vocabulary, a primitive structure of statements). 17. TEMPERAMENT AS A PSYCHO-PHYSIOLOGICAL BASIS OF PERSONALITY IN CHILDREN WITH IDENTITY Determining the individual-typical style of the child's interaction with the world around him, temperament is the basis for the formation of character, expressed in a stable attitude towards the world around him and himself, and manifested in cognitive activity and in communication. At preschool age, starting from infancy, according to the criterion of ensuring successful socio-psychological adaptation, easy, intermediate and difficult temperaments are distinguished. Light temperament. According to most of the characteristics, the child does not show a pronounced originality, which can serve as the basis for maladaptation and negative perception by others. Intermediate temperament. According to 4-5 characteristics, the child looks quite peculiar (for example, an intense negative reaction to new stimuli, accompanied by poor adaptation, a reduced background of mood and a low threshold of response to influences). Difficult temperament. For more than 5 indicators, the child has a peculiarity of reactions, leading to pronounced difficulties in interacting with others. In addition, at preschool age, one can detect the formation of systems of temperamental characteristics characteristic of a particular temperament (melancholic, sanguine, phlegmatic or choleric). Temperament itself is neither good nor bad, but depending on the combination of the three main properties of the nervous system, each temperament has its strengths and weaknesses, the failure to take into account which leads to the formation of undesirable personality traits, maladaptive behavior, and can cause children's "nervousness" . The cognitive component is associated with the knowledge of other people. It includes the ability to take the point of view of another, to anticipate his behavior, to effectively solve various problems that arise between people, etc. Usually these abilities are expressed in terms of "social intelligence" or "social cognition". Empathy as the ability to understand another person is a complex psychological formation that allows you to respond to the emotional states of another person, understand him and, on this basis, provide assistance. In empathy, there is a direct emotional component (the ability to empathize, sympathy) and an intellectual component (effective empathy based on emotional distancing from the emotions of another). 18. PECULIARITIES OF COMMUNICATION OF CHILDREN WITH STD Preschoolers with mental retardation correctly use gestures denoting indication, denial, agreement and ignorance, less often and not always correctly they use gestures of greeting and approval. It was also noted that children with mental retardation use their own individual coding system to convey any information, in which gestures do not always correspond to the generally accepted system. Children with mental retardation gravitate towards younger children who are more accepting of them. Some of them have a fear of the children's team, and they avoid it. Children with mental retardation have several ways to resolve conflict situations: 1) aggression, directed either directly at an object, which may be young children, as well as physically weaker ones, animals, or things; 2) flight - the child "runs away" from a situation with which he cannot successfully cope, for example, refuses to attend kindergarten. The most specific form of flight is "going into illness", which can manifest itself in neurotic somatic reactions, for example, in morning vomiting, abdominal pain, headaches, etc.; 3) regression - a return to a lower level of development is also a fairly common reaction of a child with mental retardation. He does not want to be big and independent, as this brings only trouble; 4) denial of difficulties and inadequate assessment of the real situation - the child represses from consciousness a reality that is too traumatic, in which he always fails and which he cannot avoid. The results of a sociometric study of the state of interpersonal relationships in a group of preschoolers with mental retardation compared with a group of normally developing peers showed a generally less favorable social situation. A comparative analysis of the extreme data of the criteria for choosing a partner for communication in normally developing children and children with mental retardation showed that there are differences between them: children with mental retardation highlight the positive qualities of their peers, mainly such: good, gives toys, does not fight, kind. For preschoolers with mental retardation, general positive qualities, personality traits of a peer are most preferable. And for normally developing children, with the undoubted significance of the positive personal qualities of a communication partner, the leading motive becomes interest in the main activity of a preschooler - the game. 19. PSYCHOLOGICAL DIAGNOSIS AND CORRECTION IN DYSONTOGENIA Diagnostics is only the initial stage in the activity of a special psychologist, as, indeed, of any other specialist; it must necessarily end with a forecast and recommendations. An essential condition for the development of differential psychological diagnostics is an extensive fund of accumulated knowledge. The construction of any diagnostic methods aimed at identifying a delay in psychophysical development of varying degrees is based on an orientation towards general and specific patterns of deviant development and taking into account the patterns of mental development in conditions of normal ontogenesis, expressed in qualitative and quantitative indicators. At the same time, a comprehensive, systematic study of the child by various specialists and a qualitative and quantitative analysis of its results are important. Depending on the nature of the diagnostic tasks, one or another package of methods is used to identify the degree of originality of the child's development. The study of normally developing children and children with mental retardation and mental retardation has three stages. On the first (indicative) stage independent tests in mastering any knowledge, skill, the child's attitude to the proposed task, the degree of his interest and the level of effectiveness of independent attempts to solve a new task are manifested. In the second stage (susceptibility to help) the actual learning takes place, starting from stimulating and organizing influences up to its full result. At this stage, it is necessary to fix the nature and amount of assistance provided, which should be recorded in speech form in order to create optimal prerequisites for the conscious mastery of any new knowledge. In the third stage (logical transfer) the actual result of learning, the ability to transfer, is tested. To do this, a situation is modeled where the child must show the knowledge and skills that he has just been taught. Particular importance must be given to the full development of the leading activity of the child of the appropriate age. Depending on the specific conditions, special psychological, pedagogical and medical support can be carried out both in institutions of special education and mass-type institutions. 20. SURDOPSYCHOLOGY. HEARING DISORDERS Subjects of deaf psychology are the study of the originality of the mental development of people with impaired auditory function and the establishment of the possibility and ways of compensating hearing impairments of varying complexity. Tasks of deaf psychology: 1) identify patterns of mental development of people with hearing impairment; 2) to study the features of the development of certain types of cognitive activity of people with hearing impairment; 3) to study the patterns of personality development of people with hearing impairment; 4) develop methods for diagnosing and psychological correction of mental development disorders in people with hearing impairments; 5) to give a psychological substantiation of the ways and means of pedagogical influence on children and adults with hearing impairment. Hearing loss can be caused various diseases in children. Among them: meningitis and encephalitis, measles, scarlet fever, otitis media, influenza and its complications. If the inner ear and the brainstem of the auditory nerve are affected, deafness occurs in most cases, but damage to the middle ear often leads to partial hearing loss. Hearing impairment can occur as a result of congenital deformity of the auditory ossicles, atrophy or underdevelopment of the auditory nerve, birth trauma, etc. Mechanical injuries - bruises, blows, etc. can lead to hearing impairment. Hereditary factors are of great importance. In deaf families, cases of the birth of children with hearing impairments are much more common. Psychological and pedagogical classification of children with hearing impairments important for the organization of their education and upbringing. The classification is based on the following criteria: the degree of hearing loss, the time of loss, the level of speech development. 1. Deaf (non-hearing). These include children with a degree of hearing loss that deprives them of the possibility of natural perception of speech and independent mastery of it: a) early deaf - children born with impaired hearing or who lost it before the onset of speech development or even earlier. Remains of hearing are usually preserved, allowing the perception of strong sharp sounds; b) late deaf - children who have retained speech to some extent, who have lost their hearing when it was already formed. The main tasks in working with them are to consolidate existing speech skills, protect speech from decay and teach lip reading. 2. Hearing impaired (hard of hearing). These are children with partial hearing impairment, which hinders speech development, but with a preserved ability to independently accumulate a speech reserve with the help of residual hearing. The mental development of children with impaired hearing is subject to patterns that are found in the development of normally hearing children. Due to hearing damage, the volume of external influences on a deaf child is limited, interaction with the environment is impoverished, and communication with other people is difficult. The more favorable the conditions and the more effective the educational measures for the deaf, the faster the differences in the development of a child with impaired hearing and those with normal hearing are leveled out. 21. FEATURES OF ACTIVITY OF CHILDREN WITH HEARING IMPAIRED In children with hearing impairments, the transition from non-specific manipulations to specific, to proper objective actions is slower than in those with hearing impairments. In deaf children without special education, this development is slow and uneven, some types of actions appear in them only after 2-2,5 years and even at preschool age. Children perform only some actions, most often with familiar objects. Thanks to objective activity, all types of perception develop in a deaf child, primarily visual, on which he relies in the implementation of substantive actions; movements develop and become more complex, the initial type of thinking is formed - visual-effective. Role-playing game - leading activities of children in preschool age. Features. The games of deaf children reflect the life of adults, their activities and relationships in it. As they master the game activity, their actions become more detailed, detailed, and complete. When examining the features of the mental development of a child with impaired hearing, it is necessary to observe the principle of complexity, which implies a comprehensive examination: the state of hearing, the vestibular apparatus, the development of movements and speech. The principle of a holistic systematic study of the child makes it possible to detect not only individual manifestations of mental development disorders, but also to establish links between them. A holistic study of a child with hearing impairment involves observing him in the process of activity (subject, play, educational, labor) and communication. Of great importance for understanding the essence of hearing impairment and its impact on the course of mental development is the dynamic study of the child, which allows you to find out not only what he knows and can do at the present time, but also his potential, the "zone of proximal development". In the period of early childhood and preschool age, a non-verbal form of tasks is used, when a child and an adult may not use oral speech. The main thing is to determine the degree of hearing impairment in a child and the time of occurrence of the defect. The following areas of work on the development of the personality of children with hearing impairment can be distinguished. First, the it is necessary to form in a child with impaired hearing ideas about personality traits, emotional properties and norms of behavior. Second, the it is necessary to teach children to see the manifestations of these qualities in the behavior of other people - children and adults, to form the ability to understand the actions of others, to give them standards of assessment for this. Third, to form adequate self-esteem in children with hearing impairment, which, on the one hand, is the basis for regulating their own behavior, and on the other hand, the key to the successful establishment of interpersonal relationships. In primary school and adolescence, it is necessary to enrich the ideas of such children about human qualities, interpersonal relationships based on an analysis of life situations, emotional experiences and relationships of characters in fiction, films, and performances. At each age stage, it is necessary to combine training and education. 22. CAUSES AND CLASSIFICATION OF VISION IMPAIRMENT The degree of impairment of visual function is determined by the level of visual acuity reduction - the ability of the eye to see two luminous points with a minimum distance between them. For normal visual acuity, equal to one - 1,0, the ability of a person to distinguish letters or signs of the tenth line of a special table at a distance of five meters is taken. The difference in the ability to distinguish characters between the next and previous lines means a difference in visual acuity of 0,1. There are the following groups of children with visual impairment: 1) the blind - these are children with a complete absence of visual sensations, or with residual vision (maximum visual acuity - 0,04 in the better seeing eye with the use of conventional means of correction - glasses), or who have retained the ability to perceive light; 2) absolutely, or totally, blind - children with a complete lack of visual sensations; partially blind - children with light perception, uniform vision with visual acuity from 0,005 to 0,04; 3) visually impaired - children with visual acuity from 0,05 to 0,2. Their main difference from the blind is that with a pronounced decrease in the acuity of perception, the visual analyzer remains the main source of perception of information about the surrounding world and can be used as a leader in the educational process, including reading and writing. Depending on the time of occurrence of the defect, two categories of children are distinguished: 1) blind-born - children with congenital total blindness or blinded at the age of up to three years. They have no visual representations, and the whole process of mental development is carried out in conditions of complete loss of the visual system; 2) blinded - children who lost their sight at preschool age and later. Congenital diseases and anomalies in the development of the organs of vision can be the consequences of external and internal damaging factors. As genetic factors of impaired visual function, there can be: metabolic disorders, manifested in the form of albinism, hereditary diseases leading to impaired development of the eyeball, hereditary pathology of the choroid, diseases of the cornea, congenital cataracts, certain forms of retinal pathology. Visual anomalies can also occur as a result of external and internal negative influences that occurred during pregnancy. The development of the fetus can be affected by the pathological course of pregnancy, viral diseases transferred by the mother, toxoplasmosis, rubella, etc. 23. PECULIARITIES OF SPEECH AND COMMUNICATION IN CHILDREN WITH VISUAL IMPAIRMENT Blindness and profound visual impairment cause deviations in all types of cognitive activity. The negative impact of visual impairment is manifested even where this defect should not harm the development of the child. Systematization, classification, grouping of material, as well as the creation of conditions for its clear perception, are a prerequisite for the development of memory in visual impairment. The formation of speech in sighted and visually impaired persons is carried out in fundamentally the same way, however, the absence of vision or its profound impairment changes the interaction of analyzers, due to which connections are restructured, and in the process of formation, speech is included in a different system of connections than in sighted people. The speech of the blind and visually impaired develops in the course of a specific human activity - communication. Features of formation - the pace of development changes, the vocabulary-semantic side is violated, "formalism" appears, a large number of words that are not related to a specific content accumulate. Object joint actions with speech verbal designation of both the objects themselves and actions with them, on the one hand, stimulate the correlation of the words learned by the child with specific objects of the surrounding world, on the other hand, they are a condition for better knowledge of the outside world in the process of active operation with objects. The speech of the blind also performs a compensatory function, being included in the sensory and mediated knowledge of the world around, in the processes of personality formation. Compensation for the consequences of deep visual impairment by the participation of speech is most clearly manifested in sensory cognition, since it clarifies, corrects and directs the flow of sensory cognition processes, allows you to more fully and accurately perceive the objective world in sensations and ideas. The specificity of the development of speech is also expressed in the weak use of non-linguistic means of communication - facial expressions, pantomimes, since visual impairments make it difficult to perceive expressive movements and make it impossible to imitate the actions and expressive means used by the sighted. This negatively affects the understanding of the speech of the sighted and its expressiveness in the blind and visually impaired. In such cases, special work is required to correct their speech, which allows them to master its expressive side, facial expressions and pantomime and use these skills in the process of communication. 24. PSYCHOLOGICAL DIAGNOSIS AND CORRECTION OF CHILDREN WITH VISUAL FUNCTION DISTURBANCES Necessary conditions for timely detection any developmental pathology, including impaired visual function, are careful monitoring of the child from birth and a good knowledge of the normative terms for the formation of the main indicators of mental development. When observing dynamics mental development of the child, it is necessary to adapt the test material to the reduced possibilities of visual perception in children with impaired visual function. The presented material should have greater contrast, better illumination, and large angular dimensions. In order to effectively use residual vision in the learning process, it is necessary to carry out preliminary study of abilities blind at least in the following directions: 1) clinical assistance and clinical care; 2) introspection, self-report, self-control and self-observation; 3) examination of the actual, actual functioning of vision in the real conditions of schooling. In the course of an ophthalmological consultation, not only the disease, the acuity of central and peripheral vision and its category should be determined, but also indications for the use of lenses, glasses, dosage of physical activity or contraindications to it, etc. Forms of compensation for blindness: 1) organic, or intra-system, compensation, in which the restructuring of functions is carried out through the use of the mechanisms of this functional system; 2) intersystem, based on the mobilization of reserve capabilities that are outside the disturbed functional system, on the establishment and formation of new analyzer neural connections using workarounds, the inclusion of complex mechanisms of adaptation and restoration of secondary impaired functions. A complex of special remedial classes has been created, carried out in the conditions of various forms of educational, gaming, practical activities, aimed at compensating for impaired or completely lost visual functions, as well as secondary deviations in development. Compensation mechanism: higher cognitive processes are included in the sensory act of cognition, past experience is used, a large role belongs to subject-practical activity. An indispensable condition for all work on the development of visual perception is the creation of comfortable, hygienic and ergonomic conditions for the work of a blind person with residual vision. 25. LINGUISTIC SPEECH DISORDERS Speech is a complex mental activity that has various types and forms. Distinguish expressive and impressive speech. Expressive (playable) speech - a statement with the help of language, directed outward and passing through several stages: intention - inner speech - external statement. Impressive (perceived) speech - the process of understanding the speech (oral or written) of others, consisting of several stages: the perception of a speech message - the allocation of information points - the formation of a general semantic scheme of the perceived message in inner speech. Four independent forms of speech activity can be distinguished, of which oral and written speech (writing itself) is an expressive speech, and an understanding of oral and written speech (reading) is an impressive one. Depending on the loss of one or another component of speech linguistic disorders are divided into: 1. Phonetic disorders - incorrect pronunciation of one or a group of sounds (hissing, whistling, middle and back lingual sounds; violations of hardness-softness, deafness-sonority of consonant sounds). 2. Lexico-grammatical violations. These include: limited vocabulary; depleted phrase; incorrect agreement of words in sentences; misuse of prepositions, cases; inconsistencies, permutations. 3. Melodic-intonational disorders: a) incorrect use of stresses (logical - in a sentence, grammatical - in a word); b) violations associated with the strength, height, timbre of the voice (quiet, hoarse, croaking, strangled, inexpressive, shrill, deaf, unmodulated). 4. Temporal disturbances: a) an accelerated pace associated with the predominance of excitation processes in the cerebral cortex (takhilalia); b) slow pace, with a predominance of inhibition processes (bradilalia); c) intermittent tempo (unreasonable pauses, stumbling, chanting of sounds and words, non-convulsive hesitation (physiological iterations, pottern) and convulsive nature (stuttering)). 5. Writing disorders: 1) letters: a) incorrect transcription of a phoneme into a grapheme; b) omissions; c) omissions and confusion of letters in a word; d) inconsistency and rearrangement of words in a sentence; e) going beyond the line, etc.; 2) reading: a) replacement and mixing of sounds; b) letter-by-letter reading; c) distortion of the sound-syllabic structure of the word; d) violation of reading comprehension; e) agrammatisms. 26. CLINICAL CHARACTERISTICS OF SPEECH A feature of speech disorders in childhood is their reversibility, which is associated with the high plasticity of the child's brain. Clinical forms of speech disorders are as follows. 1. Peripheral character: a) mechanical dyslalia (violations of sound pronunciation associated with various disorders of the structure of the articulatory apparatus); functional dyslalia (impaired articulation function - incorrect, inaccurate movements of the articulatory apparatus with the intact structure of the organs of articulation); b) rhinolalia - violation of sound pronunciation and the prosodic side of speech, primarily the voice, caused by a violation of the structure of the articulatory apparatus in the form of clefts (non-closure) of the lip, alveolar process, gums, hard and soft palate, etc. It can be open when the air stream during sound formation passes not only through the mouth, but also through the nasal cavity, and closed, manifested in violations of the normal patency of the nasal cavity with adenoids, tumors, chronic processes in the nasopharynx; at) rhinophony - violation of the timbre of the voice during normal articulation of speech sounds, due to the discoordination of the participation of the oral and nasal cavities in the process of phonation; d) dysphonia - phonation disorder due to pathological changes in the vocal apparatus. It manifests itself either in the absence of phonation (aphonia), or in violation of the strength, height and timbre of the voice (dysphonia). It may be due to organic disorders of the voice-forming mechanism of a central or peripheral nature. 2. Central character: a) dysarthria - violation of the sound system of the language (sound pronunciation, prosodic, voice) as a result of an organic lesion of the central nervous system. Often, with dysarthria, violations are not limited only to the pronunciation side, but also concern the lexico-grammatical side and understanding of speech; b) alalia - absence or underdevelopment of speech due to organic damage to the speech zones of the cerebral cortex in the prenatal or early period of a child's development (before speech formation); at) aphasia - complete or partial loss of previously formed speech as a result of severe brain injuries, inflammatory processes and tumors affecting the speech zones; d) dysgraphia, or agraphia, - specific, respectively partial or complete disorder of the writing process. It manifests itself in unstable optical-spatial images of letters, in distortions of the sound-syllabic composition and sentence structure; d) dyslexia (alexia) - persistent reading disorder associated with underdevelopment mainly of the temporo-parieto-occipital regions of the brain. 27. CAUSES OF SPEECH DISORDERS Adverse effects on the brain in the prenatal period of development, during childbirth, as well as in the first years of a child's life, can lead to speech pathology. The structure and degree of speech insufficiency depend on the location and severity of the brain lesion. These factors are associated with the time of pathogenic influence on the brain. The most severe brain damage occurs during early embryogenesis, at 3-4 months of intrauterine life, during the period of the most intense differentiation of nerve cells. The most common reasons causing underdevelopment of the brain and leading to severe speech disorders are infections and intoxications of the mother during pregnancy, birth trauma, incompatibility of the blood of the mother and fetus according to the Rh factor or blood type, diseases of the central nervous system and brain injury in the first years of a child's life. With fetal alcohol syndrome, children are born with low body weight, lag behind in physical and mental development. General speech underdevelopment (OHP) in these children is combined with syndromes of motor disinhibition, affective excitability, and extremely low mental performance. If an adverse effect on the speech zones of the child's brain occurs during the period when his speech has already been formed, its disintegration may occur - aphasia. General underdevelopment of speech is usually a consequence of a completed pathological process. It should be distinguished from speech development disorders in current neuropsychiatric diseases (epilepsy, schizophrenia, and many others). Compared with children with intellectual disabilities, children with severe speech pathology mainly have residual manifestations of organic damage to the central nervous system - minimal brain dysfunction (MMD). In the etiology of speech disorders, a special place is occupied by perinatal encephalopathy - brain damage that occurred during childbirth. Depending on the degree of severity and localization of organic and functional insufficiency of the central nervous system, speech disorders can cause: 1) local speech defect (insufficiency of the speech zones of the cerebral cortex), in which violations of the cognitive sphere are secondary; 2) a combined psychoverbal defect (insufficiency not only of speech zones, but also of the temporal-parietal-occipital areas of the cerebral cortex), the structure of which includes violations of the cognitive sphere and speech. 28. DEVELOPMENT OF COGNITIVE SPHERE IN CHILDREN WITH SPEECH PATHOLOGY. PSYCHOLOGICAL DIAGNOSIS AND CORRECTION FOR SPEECH DISORDERS The first three years of a child's life are of decisive importance for the development of speech activity. Children with alalia are characterized by the absence of babble or its extreme poverty. Children with severe speech disorders pronounce the first words and phrasal speech later. In the early development of children with alalia, there is also a later development of locomotor functions compared to the norm. Violations of phonemic perception are noted in all children with speech disorders. The development of phonemic hearing is in direct connection with the development of all aspects of speech, which, in turn, is determined by the overall development of the child. The attention of children with speech underdevelopment is characterized by a number of features: instability, a lower level of indicators of its arbitrary form, difficulties in planning one's actions. Children find it difficult to concentrate on the analysis of conditions, the search for various ways and means in solving problems. In this category of children, auditory memory and memorization productivity are noticeably reduced compared to normally speaking children. Characteristically originality of educational activity. Stuttering children are characterized by the dependence of the quality of educational work on the conditions in which it takes place. Difficulties are caused by tasks associated with switching from one type of activity to another. Some have an inability to independently control the results of both their own and others' work. In the process of reading, they do not notice their own mistakes and the mistakes of other children, when reading through the roles of dialogues, they pronounce their words out of time, sometimes they read the words of others. Characterized by instability of activity, weakness of switching, reduced self-control. Usually causes of delayed speech development are the lack of verbal communication of the child with others, bilingualism in the family. Compared with the age norm, there is a decrease in cognitive activity and the processes included in its structure (less memorization and reproduction of material, instability of attention, quick distractibility, exhaustion of mental processes, a decrease in the level of generalization and comprehension of reality; they have difficulty in detailed coherent speech). Corrective work with such children should include a set of measures that are aimed at eliminating the adverse effects of the above social factors, at improving the general mental state of the child, at forming his interest in verbal communication and the necessary behavioral skills. A characteristic feature of the speech of a child with rhinolalia is a nasal tone. A child with open rhinolalia needs the help of a speech therapist both in the preoperative and postoperative periods. The teacher works in collaboration with a speech therapist and does a lot of work on the development of speech (oral) breathing. The teacher makes sure that the child closes his mouth and breathes through his nose. Of paramount importance are sessions with a speech therapist and psychologist to develop positive self-perception and effective communication skills. 29. SENSORY ALALIA AND HEARING DISORDERS Allocate a number of diagnostic indicators, differentiating children with sensory alalia (difficulties in understanding addressed speech) and with hearing impairment (difficulties in distinguishing addressed speech): 1) the hearing impaired has a permanent hearing threshold (at different times of the day in different conditions, he hears the same way), and a child with sensory alalia has a flickering inconstancy of the auditory function (he hears and understands a quieter sound, then he does not perceive a louder sound). The variability of the indicators of the audiometric study of a child with alalia indicates impaired performance, increased fatigue, disharmony of the processes of excitation and inhibition, which negatively affects the possibilities of higher acoustic analysis and synthesis. Increasing the volume of the sound improves the perception of a hearing-impaired child. A child with sensory alalia does not react to loud, and even more so to super-loud sounds; the child perceives quieter, calmer sounds better than sounds of increased volume, which can cause prohibitive protective inhibition, the brain, as it were, spares itself, turning off from work; 2) the hearing impaired hear better when using a hearing aid, and a child with sensory alalia cannot use a hearing aid: complains of pain in the ears, in the head; amplification of sounds becomes an unpleasant irritant for him. With sensory alalia, in some cases, there is an increased sensitivity to quiet sounds that are indifferent to others (the rustle of turning pages, water dripping from a tap, etc.), which emphasizes the safety of hearing with it; 3) vote a hearing-impaired child is deprived of sonority, he is quiet, deaf, and with sensory alalia, the voice retains normal loudness and sonority; 4) with a hearing-impaired child it is easier establish contact, than with a child with sensory alalia. In our country, a great contribution to the development of methods for the treatment of children with sensory alalia was made by K.A. Semenov, and in the creation of a special system for their education and upbringing - M.V. Ippolitova. 30. SPECIFICITY OF THE CHILD'S MOTOR DEVELOPMENT IN CHILDHOOD WITH CEREBRAL PALSY (ICP) A large amount of factual material has been accumulated that characterizes the clinical and psychological characteristics of children with disorders of the musculoskeletal system. The issues of education and upbringing of such children have been worked out quite effectively. Movement disorders are different in origin and manifestations. By severity of violations motor functions and motor skills children are divided into three groups: 1) with severe impairments; 2) with an average degree of severity of motor disorders; 3) with mild movement disorders. The sequence and rate of maturation of motor functions in a child with cerebral palsy (ICP) are disturbed. His motor apparatus is characterized by the predominance of primitive congenital reflex forms of motor activity, which are not characteristic of a child of this age. With normal development, these reflexes do not appear sharply in the first months of life. Grasp reflex evoked by touching the palm of the hand. It leads to grasping reactions. Crawl reflex arises from touching the soles of the feet, which entails repulsion reaction. The movements inherent in these reflexes subsequently fade away. The grasping reflex fades away before grasping begins to take shape as an arbitrary motor act. The crawling reflex is also not the starting point for the development of independent movement. The preservation of these reflexes significantly inhibits the formation of voluntary motor skills. The manifestation of data and similar reflexes in the second half of the first year of life is a symptom of the risk of damage to the motor areas of the cerebral cortex. In children with cerebral palsy congenital unconditioned reflexes do not fade away, the action of pathological reflexes in the first year of life usually increases and remains stable in subsequent years, which makes it difficult and delays the formation of voluntary motor acts. Hence the following specific feature of the motor sphere of a child with cerebral palsy - delay in the formation of basic motor functions. These children master them by an average of 3-5 years. The formation of such motor acts as turns from the back to the side, from the back to the stomach, from the stomach to the back is significantly delayed. sitting posture normally formed by 7-9 months. In children with cerebral palsy, this posture is mastered by about 2-3 years. The development of crawling is also delayed. Walking is not only a new stage in motor development, but also the expansion of cognitive horizons. Normally, walking as a motor act begins to form from the age of 1 year. 31. STRUCTURE OF MOTOR DEFECT IN ICP It is possible to single out disorders of the motor apparatus common to all forms of cerebral palsy. 1. The presence of paralysis and paresis. Central paralysis is the complete inability to make voluntary movements. Paresis is a mild form of paralysis, which is expressed in the restriction of the ability to make arbitrary movements. There are four types of cerebral palsy depending on the location of the disorder: 1) tetraplegia - general defeat of all four limbs; 2) diplegia - damage to either the upper or lower extremities; 3) hemiplegia - damage to either the right or left half of the body; 4) monoplegia - Rarely occurring lesion of one limb. 2. Violation of muscle tone. For any motor act, normal muscle tone is necessary. With cerebral palsy, there is an increase in muscle tone. 3. Increase tendon and periosteal (periosteal) reflexes (hyperreflexia). Such hyperreflexia is a sign of damage to the pyramidal tracts. 4. Synkinesia (friendly movements). Synkinesias are involuntary movements accompanying voluntary ones. 5. Insufficient development of chain rectifying reflexes. With underdevelopment of these reflexes, it is difficult for a child to keep the head and torso in the desired position. 6. Unformed reactions of balance and coordination of movements. Disturbances in body balance and coordination of movements are manifested in an abnormal gait, which is observed in various forms of cerebral palsy. 7. Violation of the sense of movement. The development of motor functions is closely related to the sensation of movements. The sensation of movement is carried out through receptors located in the muscles, ligaments and tendons. 8. Violent movement. Tremor is also referred to as violent movements. 9. protective reflexes. The symptoms of damage to the pyramidal system include protective reflexes, manifested in central paralysis. Protective reflexes are involuntary movements, expressed in flexion or extension of a paralyzed limb when it is stimulated. 10. Pathological reflexes (flexion and extension). These pathological reflexes constitute the syndrome of central (spastic) paralysis that develops when the pyramidal system is damaged. 11. Postural reflexes. These reflexes belong to congenital unconditionally reflex motor automatisms. Tonic reflexes include labyrinth tonic reflex, asymmetric tonic neck reflex, symmetrical tonic neck reflex. 32. FEATURES OF DEVELOPMENT OF PERSONALITY AND EMOTIONAL-VOLITIONAL SPHERE IN CHILDREN WITH ICP Among the types of abnormal development of children with cerebral palsy, developmental delays by type are most common. mental infantilism. Psychic infantilism is based on the disharmony of the maturation of the intellectual and emotional-volitional spheres with the immaturity of the latter. In infantilism, mental development is characterized by uneven maturation of individual mental functions. Allocate simple mental infantilism. It also includes harmonic infantilism. With this form, mental immaturity manifests itself in all spheres of the child's activity, but mainly in the emotional-volitional. There are also complicated forms, for example organic infantilism. Features in the development and formation of the emotional-volitional sphere of children with cerebral palsy can be associated with both biological factors and social conditions. The degree of violation of motor functions does not determine the degree of violation of the emotional-volitional and other spheres of the personality of children with cerebral palsy. Emotional-volitional disorders and behavioral disorders in children with cerebral palsy manifested in increased excitability, excessive sensitivity to all external stimuli. Usually these children are restless, prone to outbursts of irritability, stubbornness. Their more numerous group, on the contrary, is characterized by lethargy, passivity, lack of initiative, indecision, and lethargy. Many children are characterized by increased impressionability, they react painfully to the tone of voice and neutral questions and suggestions, note the slightest change in the mood of loved ones. Often, children with cerebral palsy have a sleep disorder: they sleep restlessly, with terrible dreams. Increased fatigue is characteristic of almost all children with cerebral palsy. It is important that the child begins to realize himself as he is, so that he gradually develops the right attitude towards the disease and his abilities. The leading role in this belongs to parents and educators. Pathocharacterological formation of personality is noted in most children with cerebral palsy. Negative character traits are formed and consolidated in children with cerebral palsy to a large extent as a result of upbringing by the type of overprotection. Cerebral palsy is not just a lag in motor development or loss of individual motor functions, but a disease characterized by impaired mental development in general. 33. FORMS of cerebral palsy Depending on the damage to certain systems of the brain, various movement disorders occur. There are five forms of cerebral palsy. 1. Spastic diplegia. Paralysis, or plegia, is the absence of movement in a muscle or group of muscles. Partial loss of motor functions is called paresis. Spastic diplegia is characterized by motor disturbances in the upper and lower extremities, with the legs more affected than the arms. With spastic diplegia, the main symptom is an increase in muscle tone in the lower extremities with a limitation in the volume and strength of movements. 2. double hemiplegia - the most severe form of cerebral palsy. It is diagnosed already in the neonatal period. Double hemiplegia is characterized by severe motor impairment in all four limbs, with the arms affected to the same extent as the legs, and sometimes more. 3. Hemiparetic form (children's cerebral hemiplegia) Cerebral palsy is caused by unilateral damage to the motor cortex or the main motor (pyramidal) pathway. The hemiparetic form of cerebral palsy is characterized by unilateral movement disorders. 4. hyperkinetic form. In the hyperkinetic form of cerebral palsy, the subcortical parts of the brain are predominantly affected, which play an important role in the implementation of an arbitrary motor act by regulating the sequence, strength and duration of muscle contractions. The hyperkinetic form of cerebral palsy is characterized by movement disorders, manifested in the form of violent involuntary movements - hyperkinesis. They are choreiform, athetoid, choreoathetoid, and also in the form of spastic torticollis. 5. Atonic-astatic form (cerebellar). This form of cerebral palsy is characterized primarily by low muscle tone, difficulties in the formation of verticalization. Symptoms of cerebellar ataxia include: 1) imbalance of the body at rest and when walking; 2) dysmetria - disproportion, excessive movements, which manifests itself in overshooting; 3) intentional (dynamic) tremor - trembling of the limbs, which occurs during arbitrary, purposeful movements and intensifies at the end of the motor act, when approaching the target. These and some other manifestations of movement disorders are observed against the background of low muscle tone (hypotension). With subtle purposeful movements (such as writing, folding a mosaic, etc.), hand tremor makes it difficult to perform voluntary actions. 34. PSYCHOLOGICAL DIAGNOSTICS OF CHILDREN WITH ICP IN DISTURBANCES OF THE FUNCTIONS OF THE MUSCLE-MOTOR APPARATUS AND THEIR CORRECTION Diagnosis of children with cerebral palsy does not cause difficulties for medical workers. Mild and moderate cerebral palsy is often difficult to detect in the first days of a child's life. Neurological symptoms that occur in infants do not always indicate the development of cerebral palsy. However, in the early stages of development, it is important not only identify cerebral palsy but determine the level of mental development of the child. The leading role in the work on psychodiagnostics and psychocorrection belongs to the teacher-psychologist of the preschool institution. Difficulties in examining a child with cerebral palsy can be caused by his mental retardation, developmental delay, visual impairment, hearing impairment, etc. It is especially important to detect hearing loss in children with cerebral palsy. They meet quite often. To identify deviations in the development of the personality of a child with cerebral palsy, a comprehensive clinical, psychological and pedagogical analysis of its features is required. Examination of a child with cerebral palsy presents great difficulties, since physical disabilities, a limited stock of knowledge about the environment mask its potential. Diagnostics based on careful observation in combination with an experimental examination of individual mental functions and the study of the features of acquiring new knowledge and skills remains more reliable. The success of diagnostic work can be ensured under the condition of close cooperation between specialists from different fields. Early psychological and pedagogical correctional and developmental work is very relevant. Correction of movement disorders involves a complex, systematic impact, including drug therapy, physiotherapy, orthopedic treatment, massage, physiotherapy exercises. Drug treatment is aimed at normalizing muscle tone, reducing violent movements. Physiotherapeutic procedures improve tissue trophism and blood circulation in the muscles. Orthopedic work provides for compliance with the orthopedic regimen, the use of orthopedic devices for walking, correcting the position of the limbs, etc. Therapeutic physical education is aimed at developing motor skills and abilities that ensure school and social adaptation of children. 35. EARLY CHILDHOOD AUTISM (RDA). REASONS FOR ITS APPEARANCE Autism can manifest itself in various forms: 1) in complete detachment from what is happening; 2) in active rejection; 3) in preoccupation with autistic interests; 4) in the extreme difficulty of organizing communication and interaction with other people. There are four groups of children with RDA, representing different stages of interaction with the environment and people. For kids 1st group manifestations of a state of pronounced discomfort and a lack of social activity are characteristic. Children 2st group initially more active and slightly less vulnerable in contact with the environment. Children 3st group distinguishes a slightly different way of autistic protection from the world - this is not a desperate rejection of the surrounding world, but over-capture of one's own persistent interests, manifested in a stereotypical form. In children 4st group autism manifests itself in the mildest form. Their increased vulnerability, inhibition in contacts come to the fore (interaction stops when the child feels the slightest obstacle or opposition). When analyzing the early symptoms of RDA, an assumption arises about a special damage to the ethological mechanisms of development, which manifests itself in the weakness of the instinct of self-preservation and affective defense mechanisms, a polar attitude towards the mother, in great difficulties in the formation of a smile, eye contact, and emotional syngony. In children, inadequate, atavistic forms of cognition of the world around are observed: licking, sniffing an object. Primary disorders in RDA: increased sensory and emotional sensitivity (hypersthesia), weakness of the energy potential. Secondary: autism as a departure from the surrounding world, which hurts with the intensity of its stimuli, as well as stereotypes, overvalued interests, fantasies, disinhibition of drives - as pseudo-compensatory autostimulatory formations that arise in conditions of self-isolation, replenishing the deficit of sensations and impressions from the outside and thereby fixing the autistic barrier. The emotional reaction to relatives is weakened, up to the complete absence of an external reaction, the so-called "affective blockade", an insufficient reaction to visual and auditory stimuli is expressed, which makes such children look like blind and deaf people. Clinical differentiation of RDA is of great importance for determining the specifics of medical and pedagogical work, as well as for social prognosis. 36. CLASSIFICATION OF CONDITIONS BY THE DEGREE OF SEVERITY OF RDA All classifications of conditions with varying degrees of severity of RDA are built according to the etiological or pathogenic principle. A mild manifestation of autism parautism May be seen in Down's syndrome. In addition, it can occur in diseases of the central nervous system, such as, for example, gargoylism. With this disease, a complex of disorders appears, including pathology of the connective tissue, central nervous system, organs of vision, musculoskeletal system and internal organs. The child is characterized by a short neck, trunk and limbs, a deformed chest, changes in the internal organs. Mental retardation of varying severity is combined with defects in vision, hearing and communication disorders like early childhood autism. Lesch-Nihan Syndrome - a hereditary disease, including mental retardation, motor disorders in the form of violent movements, spastic cerebral palsy. Characteristic signs are pronounced behavioral disorders - auto-aggression (when a child can cause serious damage to himself). Ulrich-Noonan Syndrome It manifests itself primarily in the characteristic external appearance of the child: an anti-Mongoloid incision of the eyes, a narrow upper jaw, a small lower jaw, low-lying auricles, lowered upper eyelids. There are changes in the limbs, skeleton, dystrophic, flat nails, pigment spots on the skin. Intellectual disabilities do not appear in all cases. Rett syndrome - a neuropsychiatric disease that occurs exclusively in girls. A characteristic feature is the appearance of monotonous hand movements in the form of rubbing, wringing. Gradually, the girl's appearance also changes: a peculiar "lifeless" expression appears, her gaze is often motionless, directed at one point in front of her. Seizures may also occur. An extremely low mental tone is characteristic, the answers are impulsive and inadequate. In early childhood schizophrenia, the type of continuous course of the disease prevails: the child's psyche is increasingly deteriorating, and personality changes like autism are growing. Autism is noted in children with cerebral palsy, in the visually impaired and the blind, with deaf-blindness and other developmental disabilities. The child, not possessing elementary everyday skills, shows a sufficient level of psychomotor development in activities that are significant for him. 37. COGNITIVE AND EMOTIONAL-VOLITIONAL SPHERE OF CHILDREN WITH DIA The mental development of a child with RDA is characterized by unevenness. Increased abilities in certain areas, such as music, mathematics, painting, can be combined with a profound impairment of ordinary life skills and abilities. Children with RDA have violations of purposefulness and arbitrariness of attention, which prevents the normal formation of higher mental functions. Separate vivid visual (auditory) impressions coming from objects of the surrounding reality sometimes literally fascinate children, and this feature of them can be used to concentrate the child's attention. Typically, the attention of a child with RDA is sustained for only a few minutes (seconds). Children with RDA tend to special response to sensory stimuli: there is an increased sensory vulnerability and, at the same time, as a consequence, ignoring the impacts. In the perception of a child with RDA, it is also noted disorientation in space. For him, it is not the object as a whole that is important, but individual sensory qualities: sounds, shape, color. Most of these children have an increased love for music. Of great importance for them are tactile and muscular sensations coming from their own body. Children with RDA from an early age have good mechanical memory, which creates conditions for the preservation of traces of emotional experiences. Information is remembered in whole blocks, stored without being processed, and applied in a pattern, in the context in which it was perceived. Their pathological fantasies are distinguished by increased brightness and imagery. Some children are overly sentimental, often crying when they watch some cartoons. Development of thinking in such children is associated with overcoming the enormous difficulties of voluntary learning, the purposeful resolution of real problems that arise. It is difficult for a child to understand the development of a situation over time, to establish cause-and-effect relationships. The leading symptom is a violation of the emotional-volitional sphere, which may appear soon after birth. With autism, there is a sharp lag in the formation of the earliest system of social interaction with people around - the revitalization complex (lack of fixation of the gaze on the person's face, smile and responses in the form of laughter, speech and motor in response to attention from an adult). The weakness of emotional contacts with close adults becomes more and more as the child grows. Children with RDA do not ask to be held in their mother's arms, do not cuddle, remain lethargic and passive. Children lack the age-specific desire to be liked by adults, to earn praise and approval. The words "mom" and "dad" appear later than others and may not correspond to parents. They quickly get tired even from pleasant communication, tend to fixate on unpleasant impressions, they have various fears that occupy one of the leading places in the formation of autistic behavior. Minor changes, such as rearranging furniture, changing the daily routine, cause violent reactions ("the phenomenon of identity"). 38. PSYCHOLOGICAL DIAGNOSTICS AND CORRECTION IN RDA M. Rutter formulated diagnostic criteria for RDA: 1) special deep violations in social development, manifested out of connection with the intellectual level; 2) delay and disturbances in the development of speech out of connection with the intellectual level; 3) the desire for constancy, manifested as stereotypical occupations with objects, over-addiction to objects of the surrounding reality, or as resistance to changes in the environment; 4) the manifestation of pathology in terms up to 48 months of age. The possibilities of using experimental psychological techniques are limited, since children in this category are very selective in communication. Observation of the child according to certain parameters can give information about what can be expected from him both in spontaneous behavior and in created situations of interaction. These options are: 1) more acceptable communication distance for the child; 2) favorite activities in conditions when he is left to himself; 3) methods of examination of surrounding objects; 4) the presence of any stereotypes of household skills; 5) the use of speech and for what purposes; 6) behavior in situations of discomfort, fear; 7) the attitude of the child to the inclusion of an adult in his classes. Due to the fact that the circle of communication is limited to the family, the influence of which can be both positive and negative, one of the central tasks of the psychologist is to help the family in accepting and understanding the problems of the child. Special work is needed with parents to develop an adequate, future-oriented strategy for interacting with their own child, taking into account the problems he has at the moment. An autistic child has to be taught almost everything. The content of the classes can be teaching communication and everyday adaptation, school skills, expanding knowledge about the world around us, other people. Especially important for such a child are classes in literature, first for children, and then for classical literature. Despite the importance of all school subjects, programs for the delivery of educational material must be individualized. Physical exercise can increase the activity of the child and relieve pathological stress. Such a child needs a special individual program of physical development, which combines the methods of work in free, playful and clearly structured forms. Lessons of labor, drawing, singing at an early age can also do a lot to adapt the child to school. 39. TYPOLOGY OF PATHOLOGICAL CHARACTER OF ADOLESCENTS There are 11 main types of character accentuations according to the classification of A.E. Personally, peculiar to teenagers. 1. Hyperthymic type. The main feature of adolescents is always a good mood, sometimes accompanied by outbursts of aggression and irritation. They can withstand loads well in situations that require activity, quick wits, mostly restless, not disciplined enough. 2. cycloid type. Periods of high mood in adolescents alternate with severe depression. They have a hard time with even minor annoyances. 3. Labile type. Teenagers of this type are extremely changeable in mood. They can plunge into despondency in the absence of any serious troubles and failures; well understand and feel the attitude towards them of the people around them, they are vulnerable. 4. Asthenic type. It is characterized by increased suspiciousness and capriciousness, fatigue and irritability. Especially often fatigue manifests itself when performing difficult mental work. 5. sensitive type. In childhood, these children are often afraid of the dark, loneliness, animals, strangers. They do not like big companies, too gambling, outdoor games, they are distinguished by obedience and show great affection for their parents. 6. Psychic type. Adolescents are characterized by accelerated and early intellectual development. Their self-confidence is combined with indecision. 7. Schizoid type. The most essential feature of this type is isolation. The inner world of teenagers is filled with various fantasies, any special hobbies. They don't know how to defend their opinion. 8. epileptoid type. In the children's group, adolescents behave like dictators, and their personal power in such groups rests mainly on voluntary obedience or fear. 9. hysterical type. The main features of this type are egocentrism, a constant indomitable need to receive signs of attention from others. 10. unstable type. Adolescents of this type show an increased tendency to entertainment, any, indiscriminately, as well as to idleness and idleness. They are distinguished by a weak will, the absence of any serious interests. 11. Conformal type. Its main feature is to follow the rules of the microenvironment in everything. This is the type of opportunist who, for the sake of his own interests, is ready to betray a comrade, to leave him in difficult times. In addition to those described above, mixed types can be observed. 40. DIAGNOSIS AND CORRECTION OF DISHARMONIC DEVELOPMENT The main methods of the teacher are the study of the social situation of the development of a teenager, the observation of its manifestations in various circumstances. It is important to use all the data provided by surveys of parents and the adolescent himself, assessing the style of family education, its adequacy to the individual and typological characteristics of the child, as well as its adequacy to various manifestations of life activity. Necessary include the following topics in the content of the survey: the early development of the child, his somatic and psychological health, the most difficult events he has endured, and reactions to these events; reaction to a change in the situation and the necessary time to adapt to it (admission to a kindergarten, school, changes in family composition, etc.); relationships with various social groups (peers, close adults, foreign adults); attitude to educational activities (general sign of attitude, favorite and least favorite subjects, the significance of educational achievements and failures); interests, hobbies, plans for the future, sexual problems related to first loves, experiences associated with them and assessment of one's attractiveness. A conversation on these topics can only unfold when confidential contact with a teenager. If it is not there, you should not insist on a conversation, but postpone it, having thought over the construction of the survey in the future. Psychological pressure exerted on a teenager can lead to a worsening mental state. You should be very attentive to all the behavioral manifestations of the child: contact or isolation, emotional manifestations, including facial expressions, gestures, the prevailing mood background and its changes when touching on various topics. You can also use various standard questionnaires and questionnaires for parents to identify the presence and severity of maladaptive disorders in children and adolescents. In particular, "Methodology for studying the personality of a maladjusted adolescent and his immediate environment", "Pathological-character-logical diagnostic questionnaire for adolescents (PDO)", which serves to determine the types of character accentuations and psychopathy in adolescence and youth. Significant assistance in diagnosing disorders and identifying newborns at risk, carefully monitoring their development can be provided by knowledge of the causes and characteristics of diseases that can lead to a complex developmental disorder of the child. 41. CAUSES OF COMPLEX DEVELOPMENTAL DISTURBANCES A complex developmental disorder can be caused by one or more causes, different or the same in origin. Complex violation options: 1) one defect is of genetic, and the other is of exogenous origin, and vice versa; 2) both defects are caused by different genetic factors acting independently of each other; 3) each defect is caused by different exogenous factors acting independently; 4) both disorders are different manifestations of the same hereditary syndrome; 5) two defects arose as a result of the action of the same exogenous factor. К diseases of exogenous origin, leading to complex and even multiple developmental disorders include various intrauterine and postnatal diseases. The most famous of these intrauterine diseases are rubella, measles, tuberculosis, toxoplasmosis, etc. In some children, all these malformations occur simultaneously in the form of congenital cataracts in both eyes, deafness, and congenital heart disease. A well-known intrauterine chronic viral disease that can lead to a complex defect is cytomegalovirus infection (CMV). The virus of this disease is transmitted by close contact and is considered the most common of all congenital infections. The disease often occurs in children with almost no visible symptoms and is confirmed only after laboratory tests. As a consequence of this congenital infection, isolated disorders (congenital clubfoot, deafness, palatal deformity and microcephaly) or complex disorders (deafness and visual impairment in the form of chorioretinitis or optic nerve atrophy, cerebral palsy and deafness, etc.) can occur in children. In recent years, the prevention of intrauterine rubella has been successfully carried out, but CMV remains the most dangerous infection, the consequences of which can be complex congenital disorders in children. The causes of congenital disorders of vision, hearing, mental retardation can be diseases of the mother with toxoplasmosis, syphilis, etc. Postnatal illnesses such as measles or scarlet fever, severe influenza in childhood can also lead to complex developmental disorders in the child. With age, severe diabetes and a number of other somatic diseases can lead to complex visual and hearing impairment. 42. FEATURES OF DEVELOPMENT OF COGNITIVE SPHERE In children with congenital deafblindness and preserved abilities of cognitive processes well developed sense of touch and smell. If the development of the activity of such a child is not hindered and the timely development of grasping, sitting, walking upright and independence in everyday activities is facilitated, it is possible to achieve completely free orientation in the room and the development of full-fledged objective actions. Such a child is able already in early childhood to move freely around a familiar room, recognize people close to him by smell, characteristic movements and by feeling his feet and shoes, get objects and toys he likes and act with them in accordance with their purpose. In such children, skin sensitivity and motor memory become a special way of knowing the environment. A deaf-blind person must rely in everything on his own motor and tactile experience. Therefore, the future orientation in space and perception largely depend on the timely appearance of independent various motor activity in him (turning over, grasping, sitting, crawling and walking). The development of the movements of a deaf-blind child from early childhood should be given the greatest importance. Tactile sensitivity allows deaf-blind people to perceive objects only by touch and action with them in direct contact. They have an unusual subtlety of smell, which makes it possible for almost all deaf-blind people to look for a familiar or unfamiliar person at a distance, to recognize the weather on the street by smells from an open window, to determine the features of the premises and find the necessary objects in them. The deaf-blind with age are able to determine at a distance approaching people by their gait, to recognize that someone has entered the room, to “listen” to the sounds of music with their hands, to determine with their feet the direction of loud sounds produced in the house and on the street, etc. Vibrational sensations can become the basis for the perception and formation of their oral speech. Early examination and the correct selection of hearing aids can significantly expand and develop the hearing capabilities of a deaf-blind child. Special classes on the development of visual perception in deaf-blind children with residual vision can teach them to correctly use the most minimal remnants of vision for orientation in the world around them. 43. PSYCHOLOGICAL DIAGNOSTICS AND CORRECTION IN COMPLEX DEVELOPMENTAL DISTURBANCES Examination of children with severe mental developmental disorders should include: regular examination of the state of vision and hearing; systematic psychological and pedagogical examinations; referral of all families for genetic examination. Doctors of different specialties should also be involved in the establishment of a medical diagnosis. Neurophysiological conclusion is based on the data of electroencephalography and an objective examination of the child's vision and hearing by the method of evoked potentials. The role of the study of auditory and visual evoked potentials is especially great. Data from a neurophysiological study of a child can significantly affect the conclusion about the presence and severity of sensory disorders, the depth and extent of CNS damage, and the maturity of brain processes. Psychologist and doctor summarize the data obtained and supplement the history of the development of the child with them. By the nature and speed of restoration of disturbed contacts with the environment, one can judge the prospects for the development of a child with acquired loss of vision and hearing. To do this, it is very important to carefully collect all available information about the features of his mental development before the disease, and then begin to restore lost connections in a timely manner, using intact sense organs. Psychological and pedagogical examination includes a study of the characteristics of the motor, cognitive and personal spheres of the child. In cases of complex and multiple developmental disorders in a child, it is of great importance to observe the characteristics of behavior and communication with others in the home environment familiar to the child. When examining in a diagnostic center, it is necessary to carefully monitor the characteristics of the child’s reaction to a new room, observe the nature of the child’s contacts with close adults and strangers, determine the level of formation of subject and game actions, and the child’s ability to accept diagnostic tasks from an adult. The task of examining a child with a complex or multiple disorder is to describe his physical, somatic and mental state at the time of the examination. A significant role is played by the sensitive attitude of parents to the child, a creative approach to solving difficulties, thanks to which it was possible to go through the initial stage of raising a child in a family before entering school. 44. USE OF PEDAGOGICAL OBSERVATION IN THE PRIMARY DETECTION OF CHILDREN WITH DEFECTIVE DEVELOPMENT Children of the risk group have a biological or social predisposition to disruption of normal ontogenesis or its dysfunction. The tasks of the psychologist are to identify hidden, "prenosological", weakly expressed developmental features that go beyond the scope of individual variants of the normative line of age development, and to create conditions for their subsequent overcoming. The basic method is observation. There are several types of it. Standardized Observation provides for a predetermined plan. Such observation is usually carried out by a pedagogue-psychologist, but an educator under the guidance of a pedagogue-psychologist can also. Free observation does not require special training. Usually it is carried out by the educator in a daily setting. The teacher observes the children in the classroom and during walks, notes the features of the formation of motor skills, self-service skills, personal qualities, the specifics of the formation of learning methods, the degree of formation of cognitive processes and the ability to perform various actions. Such information is important for other specialists, since it characterizes the child most fully and is collected in the process of long-term follow-up. The teacher records the results of his observations of children in a special diary, which should be available to other specialists. For example, a doctor prescribes treatment for a child with a disordered musculoskeletal system. However, he cannot carry out daily monitoring of him during drug therapy. But it is important for the doctor to know the degree of effectiveness of the prescribed drugs, their impact on the somatic and mental state of the patient. Only an educator can give such information to a doctor and a pedagogue-psychologist on the basis of long-term, daily observation of the child. Included Surveillance can be carried out by the educator and has significant diagnostic value. This type of observation is carried out in the process of joint activities of the educator with the children. Observation is carried out in a natural, everyday setting, while the child should not know about it. There are other types of observations: group, individual; short-term, long-term; external, internal, etc. 45. WORKING WITH PARENTS Work with parents is aimed at both preventing possible violations and correcting incorrect, traumatic parenting styles. It can be held in the form of thematic seminars for parents, joint evenings with children. Its main goal is to teach parents effective communication skills and ways to express their love for their child. The following components of effective communication parents with children are essential. 1. Eye contact. This is a direct look into the eyes of another person. An affectionate gaze reduces the level of anxiety and fears in a child, strengthens his sense of security and self-confidence. It often happens that parents use eye contact only when they reproach the child, scold, insist on their own. As a result, against the background of external obedience and obedience, the child may develop depression and neurosis. Parents should be aware of the effectiveness of this contact, both constructive and destructive. 2. Physical contact. We are talking about any physical contact: touching the child’s hand, stroking the head, a light hug, etc. In everyday communication, the child must necessarily feel such gentle touches. This form of communication should be natural, but not demonstrative and excessive. 3. Close attention. The child should feel genuine interest in him from the parents, caring concentration, readiness to help at the right time. Close attention is a vital, urgent need for every child. 4. Discipline. It is assumed that a child confident in love and support from adults should be able to obey a certain algorithm of activity, to comply with the obligations assumed. It is important that parents understand that "punishment" and "discipline" are not the same thing. Punishment indicates that in the system of relations with an adult, the child did not choose a clear algorithm of mutual responsibility. Corrective work with parents should be aimed at overcoming their incorrect, leading to a distortion of the psychosocial development of the child, parenting styles. The teacher is able to cope with this task only together with the parents, and for this he must be able to define it and take it into account in his work, explaining to parents the negative consequences of improper upbringing.
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