COMPARATIVE STUDY OF EDUCATIONAL PATTERNS IN FAMILIES OF CHILDREN WITH BEHAVIORAL, SPEECH AND AUTISTIC DISORDERS
Educational strategies in families with children with behavioral and cognitive impairments are ofteninadequate and exacerbate disharmonious development of the child. Aim. The features of family interaction of preschool children (3 to 7 years) with behavioral disorders, speech disorders, autistic manifestations and in children of the control group were studied using the methodology of «Family relationship analysis» (FRA), developed byV. Justitskis and E.G. Eidemiller. Material and methods. Conducted research includes quantitative estimation and qualitative interpretation of the received data. Questioning, test, phenomenological and statistical research methods were applied. Results and discussion. A high degree of severity of family interaction strategy violations was revealed in all studied groups. The most common and typical for families of all groups are the following pathological educational patterns: hyperopic (143; 49,5%) ( р =0,000), insufficiency of prohibition requirements (142; 49,1%) ( р =0,000), insufficiency of sanctions (133; 46,0%) ( р =0,000), lack of requirements - duties (124; 42,9%) ( р =0,000). The frequency of upbringing violations is caused by a shift in the parents' attitudes to the child depending on his gender - in particular, the preference for the female qualities in boys. The study of family upbringing parameters has revealed the tendencies of unharmonious family education as indulgent hyperprotection in all groups. Ineffective parental strategy has been noted in a large number of cases in all 3 study groups and it is an indication for subsequent corrective work with the family system aimed at increasing the effectiveness of child-parent interaction and at the optimization of the «requirements/prohibitions», «ignoring/indulgence» ratios, improving the understanding of the child's needs and own opportunities to influence his behavior and speech activity. Conclusion. The results of the study can be used to identify ineffective parental strategies that not only affect the state of the family system as a whole, but also aggravate the behavioral, speech and communication problems of the child, which creates the need in psychological correctional assistance to the family.