International Journal of Pedagogics
82
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue07 2025
PAGE NO.
82-84
10.37547/ijp/Volume05Issue07-18
Main Deficiencies in Autistic Spectrum Disorders How Do They
Affect the Development of The Educational Program?
Murodova Sarvigul Rakhim kizi
National Pedagogical University of Uzbekistan named after Nizami Special Pedagogical Education, Doctoral student, Uzbekistan
Received:
26 May 2025;
Accepted:
22 June 2025;
Published:
24 July 2025
Abstract:
This article discusses modern assistance programs focused on developing communication, education,
and socialization, namely the ASSERT program, the Denver Early Intervention Model, PRT, JASPER, and strategies
in many other programs. It also explores ideas about social interaction, perceptual characteristics, and
information processing.
Keywords:
ASSERT, Denver Early Intervention Model, PRT, JASPER.
Introduction:
Modern assistance programs aimed at
developing
communication,
education,
and
socialization are highly effective for people with
developmental disabilities. With their help, it is
possible to achieve successful functioning and
adaptation. They help children with ASD to study, play
and develop together with their typically developing
peers, live in a family, love and work. Only a thorough
assessment can lead to the correct selection of goals
when working with a child. At the project sites of the
"Naked Hearts" Foundation, programs are being
implemented that allow taking into account the
individual characteristics of each child. Behavioral
approaches form the foundation of any successful
program. Modern research shows that behavioral
approaches are most effective in working with children
with Autism Spectrum Disorder (ASD).
What does this mean? With their help, it is possible to
achieve successful activity and adaptation. They help
children with ASD to study, play and develop together
with their typically developing peers, live in a family,
love and work. Only a thorough assessment can lead to
the correct choice of goals when working with a child.
At the project sites of the "Naked Hearts" Foundation,
programs are being implemented that allow taking into
account the individual characteristics of each child.
Behavioral approaches form the foundation of any
successful program.
Currently, we cannot "cure" autism, but we know that
every behavior has a cause. We can analyze the child's
level of communication, adapt their environment,
encourage them to complete tasks and follow
instructions, and carefully collect data to create a solid
foundation
that
ensures
future
development
opportunities.
The purpose of this guide is not to fully describe
practical behavioral programs; other works, including
Russian-language sources, are devoted to this issue.
Today, programs based on behavioral analysis, direct
work with the child, training of kindergarten and school
staff, and involvement of parents are considered the
most effective. Since children with autism are very
diverse, the assistance program should be structured
taking into account their strengths and weaknesses.
Individuals with autism are very different, so the
assistance program should be based on taking into
account their strengths and weaknesses.
The purpose of this manual is not to fully characterize
practical behavioral programs; other works, including
Russian-language sources, are devoted to this issue.
Today, programs based on behavioral analysis, direct
work with the child, training of kindergarten and school
staff, and involvement of parents are considered the
most effective. Since children with autism are very
diverse, the assistance program should be structured
taking into account their strengths and weaknesses.
Patients with autism are very different, so the
assistance program should be based on taking into
account their strengths and weaknesses.
Research confirms that assistance programs should be
International Journal of Pedagogics
83
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International Journal of Pedagogics (ISSN: 2771-2281)
intensive and continuous, as the "course-based"
approach has relatively low effectiveness. The
assistance program should be organized where the
child lives and studies: at home, in kindergarten, and at
school. It is known that effective support programs are
built on a behavioral basis, taking into account the
patterns
of
the
child's
development,
their
communicative abilities, and their integration into
family and community life. At the same time,
behavioral approaches show varying effectiveness for
developing different skills: for example, the teaching
method of individual blocks/discrete trials is more
suitable for developing academic and pre-academic
skills, while naturalistic approaches are more suitable
for developing social and play skills. The younger the
child, the more naturalistic strategies are used, which
are also developed within the framework of behavioral
approaches. We are referring to strategies in the
ASSERT program, the Denver Early Intervention Model,
PRT, JASPER, and many other programs. It should be
noted that we never use approaches that are
potentially harmful to physical or mental health or
development; we also avoid using methods whose
effectiveness is still being evaluated. In our opinion, any
approach that can be applied in the Russian education
system can be recommended only if its effectiveness
and safety in teaching children with ASD have already
been confirmed by serious scientific research. Serious
scientific studies have already confirmed this for
children with ASD.
Motivation and Encouragement
Motivation is the most important component of
education for any child. All children are graded and
praised for their successes. However, for many children
with autism spectrum disorder, social praise or abstract
encouragement is not always effective. Therefore, a
successful curriculum should include an assessment of
motivation and the development of an individual plan:
when and why the student We do not recommend
using punitive strategies (depriving the child of their
favorite things or activities) in our programs. Such
strategies work much less effectively than stimulating
social interaction, positive behavior, and academic
achievement.
Social interaction
Difficulties in developing social skills are one of the
main problems for children and adults with ASD.
Despite these challenges, children with ASD, like their
peers, need friends and communication. There is no
reason to assume that interacting with others is painful
or unpleasant for them. Therefore, our program aims
to help children with autism develop social skills,
communication, and play with peers. We teach them to
engage in conversation, follow certain rules while
playing, give up unpleasant things, and more. Various
strategies are used, ranging from peer modeling to
social stories. The program also includes educating the
people (children and adults) surrounding the child.
Despite existing difficulties, children with ASD and their
peers need friends and communication. There is no
basis for thinking that interacting with others might be
painful or unpleasant for them. Thus, our program
focuses on helping children with autism develop social
skills, communication, and play abilities with peers. We
teach them to engage in conversation, play according
to specific rules, give up unpleasant things, and other
skills. Various strategies are employed, from peer
modeling to social storytelling. The program also
includes training the people (children and adults)
surrounding the child.
Communication is the foundation of a child's
development.
One of the most significant core deficits of a person
living with ASD, which educators often have to address,
is difficulties in communication, language, and speech
development. Some children with autism begin
speaking early, but their speech is not always
purposeful or communicative; others do not use verbal
language at all. The program's goal is twofold: to teach
the child to use communication from the early stages
of development, and to provide effective methods for
expressing agreement or refusal, conveying desires and
needs, asking questions, and expressing opinions. This
requires not only teaching the child communicative,
language, and speech skills but also introducing
augmentative and, in some cases, alternative
communication methods. Numerous studies have
shown that this approach often prevents the
development of behavioral disorders and significantly
accelerates language and speech development in
children with ASD.
Perception characteristics and information processing
Many children with ASD have distinct characteristics in
perceiving and processing information. These include
difficulties in distinguishing signals from noise,
transitioning between activities, executive functions,
and planning. They also absorb information better
when visual support is available and during fast-paced
activities that maintain attention. Some adults with
autism report perceiving sounds and smells more
acutely and focusing on details that most people find
insignificant. Many also find it challenging to be in
crowded places (stations, shopping centers, stadiums),
so they need to develop coping skills for complex
situations. However, excessive focus on sensory
aspects by parents and specialists, and attempts to
International Journal of Pedagogics
84
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
select sensory stimuli that meet the child's needs, can
reinforce inappropriate behavior (especially if a
behavior plan is not developed in advance). It is most
effective to incorporate elements of sensory
programming, behavioral strategies, and appropriate
methods of communication and social interaction into
the overall team plan for working with the child. It is
crucial to give a child with special needs time to process
information, not to rush them, and to support their
initiative. It is advisable to avoid using excessively long
phrases and idioms. We also use strategies that help
organize space, create different learning zones,
develop additional visual aids, prepare learning
materials, individual and group schedules, and arrange
everything that surrounds the child while they are in
the educational institution.
Error-free learning
For a child with ASD, the educational process is built on
positive experiences. This allows the teacher to provide
timely advice and support, as well as determine the
necessary level of instructional or physical assistance
and plan strategies for gradually reducing this support.
In modern curricula, an assistant or tutor often helps
the teacher organize work with the whole class, rather
than with an individual child. This enables a more
effective organization of the learning process and
reduces the risk of developing dependence on help.
Principle of partial participation
Some children find it difficult to participate in all group
activities in the classroom. They are given the
opportunity to participate only in parts of the lesson
where they can acquire new social skills (this is called
"partial participation"). For such participation to be
successful, it is necessary to select supporting materials
that interest the child. If the group activity is too long,
the "backward chaining" principle is used, where the
child joins others only at the final stage. The same
principle is often applied when teaching a child self-
care skills.
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