Effectiveness of a psychological support program for educational socialization of primary school children with ASD

Abstract

The article evaluates the effectiveness of a psychological support program for the educational socialization of primary school children with autism spectrum disorder. Educational socialization is understood through the child's entry into learning activities, rules of the educational environment, communication with adults and peers, response to changing situations and gradual development of independence within an accessible educational route. The support program was not limited to separate corrective sessions, because the difficulties of children with ASD appear in transitions, instructions, group tasks, breaks, rules and peer interaction. The aim of the study was to determine changes in indicators before and after the formative intervention. The study involved children with ASD aged 6 to 12 years; the diagnostic complex included ADOS-2, ADI-R, CASD and an author's questionnaire developed with regard to DSM-5 criteria. The program combined adaptation of educational content and methods, visual supports, functional communication, facilitation of social interaction, development of self-regulation, support for teachers and parents, and the creation of a predictable inclusive socializing educational space. After the program, ADOS-2 results showed a decrease in the category "autism" in the "Communication and Interaction" module from 71.8% to 48.5%, in the "Phrase Speech" module from 76.7% to 47.6%, and in the "Fluent Speech" module from 70.9% to 43.7%. The main shift occurred within the spectrum: the proportion of the "autism spectrum" category increased, while the "outside the spectrum" category remained stable. The findings are interpreted as a reduction in the severity of communicative and social difficulties rather than as a complete elimination of autistic manifestations. The scientific novelty lies in specifying comprehensive support as a system of coordinated actions by the child, professionals and the educational environment. The practical value lies in the possibility of using the program by psycho-pedagogical support teams to plan individual educational pathways and monitor changes.