<p style="text-align: justify;">The motor sphere in children with ASD is frequently affected in association with low social and communicative skills. This makes development of individually tailored physical education programs especially important. We present the results of contemporary foreign studies of the motor abilities of children with ASD that point to the efficiency of adaptive physical activities for motor development as well as acquiring everyday social and communicative skills. We present the first part of adaptive physical education technology &ldquo;Aut Fitness&rdquo;. The technology is based on the principles of organization of motions by N.A. Bernstein, the concepts of sensory integration and sensori-motor correction. The technology provides a comprehensive curriculum for physical ability and motor skills development of a child with ASD, from the diagnostic assessment to conceptualization of a training route to be implemented in close collaboration with the parents. The theoretical and methodological support is provided together with the aims of the technology for formation of motor skill and correction of behavior typical for ASD. The specifics of motor activity disorders in children with ASD and additional factors that make it difficult to study in physical education classes are described. Targets in the areas of general development, adaptation, health, well-being and age-specific advancement are identified and described. These are the development of strength, dexterity, endurance, coordination abilities; training in breathing exercises and elements of sports games; prevention and correction of posture disorders. The stages of the implementation of programs developed using the &ldquo;Aut Fitness&rdquo; technology are described These are a system of classes aimed at the harmonious motor and communicative development of children with ASD, taking into account their level of physical fitness.</p>

Museums today play a pivotal role in creating an environment that follows principles of social inclusion and is accessible for individuals with disabilities including museum visitors with autism spectrum disorders (ASD). Extracurricular activities are an integral part of comprehensive support for children with ASD that require coordinated efforts of museum professionals, psychologists, and educators. However, museum professionals may lack information about autism and appropriate approaches. The Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders at MSUPE studied this process by conducting a survey about the availability of resources for accommodating individuals with ASD as independent visitors as well as participants in museum programs. The results of the survey attest to a high level of engagement of museum community in creating provisions for visitors with ASD in addition to the demand for consulting centers that would facilitate development of appropriate tools. We present a project that has introduced “social narratives” as an instrument for ASD in a setting that can serve as a model for such a center.

<p style="text-align: justify;">The article discusses the current state of efficiency evaluation understanding for practices for children with ASD. The authors provide the algorithm of description in terms of evidence-based approach with intervention features that are crucial for replication and analysis of efficacy, incorporating the theoretical background, target group, goals and objectives, implementation plan, technical support, as well as the research team and evidence studies. These recommendations were developed with reference to the Russian instructional tradition and criteria for evidence-based practices. The article also describes the potential of an evidence-based approach both in terms of confirming the effectiveness of interventions and assistance practices, and their implementation in the practical work of specialists in educational and psychological profiles. The presented algorithm can be used for planning of efficacy studies by psychologists and teachers who develop methods for support and interventions in children with autism spectrum disorders as well as professionals who assess the efficiency of such practices.</p>

<p>The article presents an overview of studies on the problem of speech evaluation in childhood. We analyzed the material based on the model that describes 4 levels of language: phonetics and phonology, morphosyntax, semantics and pragmatics. The article contains the analysis of studies describing each level of language as well as existing approaches to its assessment, and reviews studies on language impairments in children with autism spectrum disorders. Additionally, the article contains a detailed analysis of existing foreign and Russian standardized methods for assessing speech development, showing which level of language organization (among each of the mentioned above methods) allows us to assess. It also describes the assessment procedures and evaluation. The review systematizes the available data on the approaches to atypical speech development in children with autism spectrum disorders.</p>