OVERVIEW OF FOREIGN PRACTICES IN WORKING WITH CHILDREN WITH AUTISTIC DISORDERS

The article provides a systematic review of foreign methods of working with children with autism spectrum disorders (ASD), including ABA, ESDM, TEACCH, DIR/Floortime, PRT and parent support programs (WHO CST); a detailed systematic review and scientific-analytical generalization of leading foreign practices and models of working with children with autism spectrum disorders (Autism Spectrum Disorder, ASD), which are widely used in special and inclusive education in Europe, North America, and Australia, was carried out. The focus is on behavioral, developmental, and combined approaches, including Applied Behavior Analysis (ABA), Early Intensive Behavioral Intervention (EIBI), Early Start Denver Model (ESDM), TEACCH, DIR/Floortime, Pivotal Response Treatment (PRT), and parent support programs, including Caregiver Skills Training (CST), developed by the World Health Organization. The advantages and disadvantages of each approach, the level of evidence of effectiveness and practical significance for the development of speech, social interaction and adaptive skills of the child are analyzed. Special attention is paid to combined programs that include the development of skills of interaction with parents and inclusion in the social environment. The obtained conclusions make it possible to outline the prospects for optimizing educational and corrective strategies for children with ASD. The conceptual bases of the mentioned methods, their corrective and developmental possibilities, advantages and limitations, as well as the level of evidence of effectiveness in terms of the development of speech, social interaction, cognitive activity and adaptive skills of children with ASD are analyzed. Special attention is paid to the problem of early intervention, family-oriented programs and the integration of educational, psychological-pedagogical and medical-social influences. The expediency of using integrated models of assistance is substantiated and the possibilities of adapting foreign experience to the conditions of functioning of the national system of special and inclusive education of Ukraine are determined.