CORRECTION AND DEVELOPMENT ACTIVITIES AS A TOOL FOR ENHANCING COMMUNICATION SKILLS IN PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDERS

Abstract

This study examines the development of communication skills in preschool children with Autism Spectrum Disorder. The relevance of the research is determined by the need for effective pedagogical and psychological methods that ensure the social adaptation and language development of children with special educational needs. The aim of the study is to identify educational conditions that promote the formation of communication skills in children with autism, based on play technologies and family pedagogical cooperation. As materials and methods, scientific publications from the Scopus database dated between 2000 and 2025 were analyzed. The study was conducted through a systematic review and bibliometric analysis following the PRISMA 2020 methodology. Keyword network analysis revealed the main thematic directions and the structure of interrelationships among key concepts. The results demonstrated that research on autism possesses an interdisciplinary character. The communication abilities of children with ASD are closely linked to factors such as language development, social interaction, and emotional support. It was confirmed that pedagogical and parental collaboration plays an essential role in enhancing children’s communicative engagement. The findings substantiate the effectiveness of applying comprehensive, inclusive, and innovative approaches to support the social and language development of children with autism spectrum disorder. The conclusions derived from the study may serve as a scientific basis for improving inclusive education practices and modernizing correctional developmental programs.