MAIN WAYS OF DEVELOPING THE LANGUAGE PERSONALITY OF A CHILD WITH AUTISM SPECTRUM DISORDER

The article provides a substantiation of the significance of the development of the linguistic personality of a child with an autism spectrum disorder. This article also puts forward the idea of creating a set of exercises aimed at the consistent development of the levels of the child's linguistic personality. We pay special attention to examples of exercises for psychological and correctional practice. Consistent development of the three levels of the language personality of a child with ASD will effectively influence not only the formation of communication and social skills, but also cognitive development. A clear distinction between three levels (according to Yu. N. Karaulov): verbal-semantic, cognitive and motivational is rather arbitrary, since in practice all three levels related to each other. In this paper, we propose to revise the hierarchy of levels of linguistic personality, distributing them in reverse order: motivational, cognitive and verbal-semantic. It is in this order that we propose to carry out correctional work with children of preschool and primary school age who have an autism spectrum disorder. A prerequisite for working with this category of children is that they have adequately expressed verbal skills of both expressive and impressive speech. The article presents a set of tasks that allow influencing the cognitive and speech impairments in children with ASD through the formation of internal communicative motivation.