Comparative Study of Hardiness Referring to Adolescents with Musculoskeletal Disorders and Adolescents with Normal Development

The article presents the results of the research into hardiness of adolescents with musculoskeletal disorders (MSDs) and those with normal development. The choice of subjects with MSDs was made due to their presence in the general public, in fact, the incidence of inborn and acquired MSDs is about 5-7% in children (N.М. Nazarova, 2002). 25 adolescents with MSDs studying at schools which have adaptive standards of education took part in the research, and 50 adolescents with normal development studying at general education schools. The research used the following methods: modified Maddi’s Hardiness Survey (adapted by D.A. Leontiev, E.I. Rasskazova); H. Eysenck Personality Questionnaire (EPI); Dembo-Rubinstein Method of Self-esteem Measurement (modified by A.M. Prikhozhan); questionnaire ’Ways of Coping Checklist’ (WCC) of R. Lazarus and S. Folkman (adapted by L.I. Wasserman). Such psychological correlates of hardiness as self-esteem, claims, and extroversion - neuroticism, ways of coping, are used to clarify the specificity of hardiness manifestation in test subjects. As the result of the study, the hypothesis that the presence of MSDs will have an influence on the level of hardiness of adolescence was confirmed, as hardiness components are higher in children with MSDs than in those with normal development, 95,5 and 77,6 respectively. Also, the hypothesis that children with MSDs have a high level of neuroticism was confirmed. However, adolescents without MSDs studying at 8th grade have an even higher level of neuroticism, the study finds. Keywords: hardiness, adolescents with MSDs, adolescents with normal development, ways of coping, self esteem, claims, extraversion, neuroticism

Influence of Parent–Child Interaction on Socio-emotional Development of Children With Perinatal Risks

The article is devoted to the study of the influence of peculiarities of child–parent interaction on the early socio-emotional development of children with perinatal risks. This is a relevant area since, first of all, there is an increasing number of children with such risks (especially, with the risk of autism spectrum disorders (ASD) andattention deficit hyperactivity disorder (ADHD)). Moreover, it is parents who can be most instrumental in the successful development, adaptation and socialization of children. The article examines Russian and foreign approaches to the definition of socio-emotional development, stages, and levels of its development. It also analyses the data obtained in the course of research of peculiarities of parent–child interaction with the help of video observation (PCI) that was conducted using the coding scales (SocialinteractionratingScale). In order to assess cognitive, speech, socio-emotional development, and adaptive behavior, «Bayley Scales of Infant Development Third Edition» were used. The data of eight children of the control group (average age 5–8months) and eight children of the experimental group with family risk of atypical development (older sibling or parent have a confirmed diagnosis of ASD and/or ADHD) (average age 2–66 months) were analyzed. Two-way analysis of variance showed that nondirective behavior of parents can lead to a more successful developmentof socio-emotional skills of children with the family risk of ASD and ADHD, namely, the skill ‘social setting’. The study is a pilot but demonstrates a potential for further research in this area. Keywords: child–parent interaction, video observation, young children, family risk, socio-emotional developmen

Visual perception specifics of children with ASD as a determinant for educational environment outlinetimes

The idea of inclusive education raises the question of security of children with autism spectrum disorders (ASD). It is the imperative of the time to create teaching materials that promote the effective implementation of educational curriculum. However, we have to stress the fact that most of the evaluable nowadays teaching materials have been created spontaneously, without any reliable criteria. Our primary hypothesis is that children with ASD have specific features of visual perception that do not depend on the state of their intelligence, which is confirmed by empirical data obtained by the authors. Our secondary hypothesis, specified in the process of research, stipulates that children with ASD will differently perceive different graphic images executed in different styles. These findings are further confirmed by empirical data collected by the authors in the study of perception and understanding of different graphic images by children with ASD and mental retardation. On the basis of theoretical and empirical data we specified the criteria for graphic design products which play a pivotal role in the formation of school educational environment. In this respect we focus on the criteria for design materials (including design criteria provisions, formulated by Norman, which he addressed to practicing designers). © 2017 IJCRSEE. All Right Reserved

Optimum virtual environment for solving cognitive tasks by individuals with autism spectrum disorders: The questions and methods of design

The number of people with autism spectrum disorders (ASDs) is growing in Russia and the world at large. It is important to find ways to diagnose and correct the work with such individuals. There is much evidence that children with ASDs often exhibit pronounced communicative difficulties, problems in establishing visual contact etc. Specialists working with this category of patients face serious difficulties in trying to find effective ways to interact with them. The use of virtual reality environments that have the necessary parameters, determined theoretically, experimentally, and practically, can mitigate these difficulties. The study has shown that, at present, there is much experience in the field of virtual reality application while working with children who have ASDs. Nevertheless, there are several unspecified issues. First, as far as the perception of virtual reality by people with ASDs are concerned, it is especially important to study them. Of much importance are the peculiarities of their states associated with virtual reality, while solving cognitive tasks during diagnostic and corrective work stage, as well as in obtaining education. It is necessary to choose the right methods of visualization and interaction in a virtual environment. The focal point of the article is to justify the project of creating a virtual reality for the diagnosis and socialization of individuals with ASDs, i.e., its structure, stages and methods. In addition, the work is of interest in connection with the research of the phenomenon of presence in virtual reality. © 2019 IJCRSEE. All rights reserved.The work was supported by act 211 Government of the Russian Federation, contract № 02.A03.21.0006. The work was supported by RFBR

The issues of psychological support for HIV positive teenagers

The relevance of the article is determined not only by a growing number of HIV-positive children and adolescents, but also at failure provided them and their families psychological help. The article outlines the main support of adolescents with a diagnosis of «HIV», describes the peculiarities of work in each direction.Актуальность статьи определяется не только все возрастающим количеством ВИЧ-позитивных детей и подростков, но и крайней недостаточностью оказываемой им и их семьям психологической помощи. В статье определяются основные направления сопровождения подростков с диагнозом «ВИЧ-инфекция», раскрываются особенности работы по каждому направлению

Neuro-accessible educational environment: Adapting to the needs of people with disabilities

Introduction. Currently, researchers and practitioners are increasingly focusing on creating conditions for the socialization and integration of people with disabilities. A large number of people, and above all, children with mental, emotional, and other disorders, need to organize an environment designed for inclusive interaction. Materials and research methods. The work used the method of analysis of scientific approaches to designing the environment. The main tools used were scientific data obtained by psychologists, architects, designers of the XX - XXI centuries, studying the optimal parameters of objects and spaces that affect the well-being and mental state of people of various categories. Processing of the data was carried out as part of a humanitarian approach; the method of content analysis was used. The results of the study. The work summarizes and systematizes the results of humanitarian studies for their subsequent, conceptual, and responsible use in technological projects to create a neuro-accessible educational environment, taking into account the needs of people with disabilities. The concept of a "neural accessible medium" is introduced, i.e., environment adapted for finding and activity of people with various mental disorders. Discussion. The concept of the educational environment includes not only the relationship of a child with disabilities with other people but, first of all, the spatial and material structures that organize the educational process. The search for ideas and technologies should be based on proposals for the maximum correspondence not only of the external shell but also of the structure of subject forms to the physical structure of a person as a natural being; about the integrity of the environment; about the need for "following nature". Creating forms should include taking into account the needs of all users. Besides, designing a neural-accessible environment should use virtual and augmented reality. Conclusion. The need for a neurally accessible educational environment, taking into account the needs of people with disabilities, the complexity of its design requires the use of an interdisciplinary approach and the use of data from different disciplines and projects that currently exist autonomously from each other. In general, the described ideas can be useful not only in the educational environment but also in the working and urban environment. © 2019 LLC Ecological Help. All rights reserved

Early parent-child interaction assessment techniques

Статья посвящена обзору шкал оценки раннего детско-родительского взаимодействия, которое может стать предиктором развития поведенческих, когнитивных и моторных навыков у ребенка. Описываются наиболее часто использующиеся в научных исследованиях опросники поведения и отношения родителей. Шкалы для экспертной оценки результатов наблюдения за поведением родителя и ребенка представлены по схеме: набор характеристик исследуемого поведения; особенности организации самой процедуры взаимодействия, а также оценки ее результатов. В работе анализируются сложности использования шкал: отсутствие нормативов для российской выборки испытуемых; сложность обеспечения объективности результатов работы экспертов; необходимость учета ситуаций социально-желательного поведения родителей; значительные временные и финансовые затраты на подготовку и проведение исследования, фиксацию и анализ результатов. В целом, шкалы оценки детско-родительского взаимодействия являются важным и достаточно информативным инструментом, позволяющим оценить взаимодействие в различных ракурсах.The article reviews the scales for assessing early parent-child interaction which can be predictive in terms of the child's behavioural, cognitive and motor skills. We describe the most common surveys used in the studies of parental behaviour and attitudes. The scales for expert assessment of early parent-child interaction are presented according to the following scheme: a set of characteristics of the investigated behavior; specifics of organizing the interaction; features of evaluation. Then we focus on the difficulties of using the rating scales as such among which are, for instance: the absence of normal rates for the Russian sample of subjects; difficulties with ensuring objective outcomes of expertise; the possibility of socially desired behaviour; significant time and financial resources required for these studies. But in many ways the parent-child interaction rating scales are an important and informative tool for exploring interactions from a number of perspectives. © 2018 Moscow State University of Psychology & Education

Educational potential of visual novels in remedial and developmental work

Introduction. The relevance of the presented problems is due to the need to find modern resources for teaching children with disabilities. The work reveals the features of visual novels use for teaching this category of children and adolescents. This technology is new for the education system and of considerable interest to students due to the fact that it is a genre of computer games. The aim of the study was to develop and test a visual novel for teaching children with disabilities social and household skills using as a base scientific research in psychology and design. Materials and methods. The possibilities of using visual novels in remedial and developmental work are considered, taking into account key parameters, such as simplifying complex content or presenting it in a form that facilitates perception; receiving feedback and player involvement; character selection and design. The novels with an educational orientation are analyzed; as well as visual novels dedicated to persons with disabilities. The description of the author's visual novel created using Ren'Py visual novel engine and aimed at the formation of social and household skills in children is given, the features of its application in working with students with Intellectual Disabilities (mental retardation) are analyzed. 30 adults including teachers and parents, as well as seven students took part in the work at the stages of pre- and post-project analysis. Results. It is established that the use of a visual novel makes the educational process more interesting for high school students with intellectual disabilities, encourages them to read and comprehend the proposed topic. The possibility of correcting a choice error allows students to think more deeply about the content of the text and allows them to correct misconceptions. The game format does not bother children, so they can refer to the content of the novel repeatedly. Test tasks contribute to the consolidation of the material. Conclusion. Thus, visual novels have a great remedial and educational potential, can be used in the study of various topics within a large number of subjects. The simplicity of creation allows to design such novels with the involvement of teachers and students of educational organizations. © 2023 LLC Ecological Help. All rights reserved

The Development of Language-Learning Ability in Children on the Autism Spectrum Disorder

Статья поступила в редакцию 19.09.2022 г.В статье представлены результаты работы по обучению иностранному (английскому) языку детей с расстройствами аутистического спектра (РАС). На первом этапе проводилось исследование представлений родителей и специалистов о способностях и интересах детей с РАС. В опросах приняли участие 16 родителей, воспитывающих детей с РАС, и 10 специалистов, работающих с данной категорией детей. Родителями и специалистами, помимо прочего, отмечены лингвистические способности у детей с РАС. На втором и третьем этапах была организована индивидуальная работа с младшими школьниками с РАС по диагностике их уровня знания английского языка и обучению. Перспективой дальнейших исследований в данном направлении может стать включение детей с РАС в инклюзивную группу для обучения языку.The article presents the results of teaching English to children on the autism spectrum disorder (ASD). The initial stage comprised a survey on the assumptions of parents and professionals concerning the abilities and interests of children with ASD. The survey was completed by 16 parents bringing up such children and 10 professionals working in this area. Both parents and teachers noted that among other things children with ASD demonstrated good language learning abilities. The second and third stages of the study involved individual work with primary school students, which consisted in diagnostic testing of their English skills and offering subsequent English classes. One of the prospects for further research is to train children with ASD for inclusion in language learning

Study of pregnant women’s emotional state

The article discusses how the emotional state of pregnant women is influenced by their previous experience of pregnancy. The study relies on the following methods: ‘Test of Pregnant Woman’s Relations’ by I.V Dobryakova; ‘Self. Assessment of Emotional States’ by A. Wessman and D. Ricks; “Self. Estimate” by T. Dembo and S. Ya. Rubinshtein (modified by P. V. Yanshin); “Test of Meaningful Life Orientations” by D. Krambo and L. Makholikh (adapted by D. A. Leontyev). The study has shown that in the presence of complications and pathologies — in the form of a history of miscarriage — the emotional sphere of a woman will be characterized by emotional instability, increased anxiety and low self.esteem. Emotional instability is typical of pregnancy in general and it often is accompanied by dependence on others, distrustfulness, fatigue, vulnerability, impressionability combined with excitement, anxiety, and some fear.This study was funded by the Russian Foundation for Basic Research Grant № 17‑36‑01100