PSYCHOLOGICAL MECHANISMS OF SOCIAL INTERACTION DEVELOPMENT IN CHILDREN WITH AUTISM SPECTRUM DISORDER DURING GROUP SESSIONS BASED ON THE EARLY START DENVER MODEL
DOI:
https://doi.org/10.32782/3041-2021/2025-4-24Keywords:
ASD, early intervention, ESDM, social interaction, joint attention, group sessions, inclusive preschool settingsAbstract
The article analyzes the psychological mechanisms underlying the development of social interaction in children with autism spectrum disorders (ASD) during group-based intervention implemented within the Early Start Denver Model (ESDM). The relevance of the study is determined by the growing need to introduce effective group formats of early intervention in preschool educational settings that support social engagement and communication development in children with ASD. Based on a theoretical analysis of contemporary scientific research and the generalization of practical experience working with young and preschool-aged children, the article examines the specific impact of a group learning environment on the formation of social interaction skills. The components of social behavior that are most sensitive to the influence of the group format are identified, including joint attention, social initiative, imitative behaviors, and emotional engagement. Special attention is given to the analysis of psychological mechanisms that underlie positive changes in the social functioning of children with ASD within the ESDM framework. These mechanisms include social imitation, motivational engagement, sensorimotor integration, social reinforcement, and the development of joint attention. It is demonstrated that a structured group environment provides additional opportunities for social modeling and the natural reinforcement of socially meaningful behaviors through peer interaction. The article also outlines the prospects for implementing group-based ESDM in preschool educational institutions and discusses its potential impact on the development of social competence in children with autism spectrum disorders. The findings emphasize the importance of group intervention formats as a valuable component of early intervention systems aimed at enhancing social interaction and adaptive functioning in children with ASD.
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