Bizyuk A.P., Kolosova T.A., Kac E.E., Sorokin V.M.
INTELLIGENCE STRUCTURE OF CHILDREN WITH AUTISM SPECTRUM DISORDER AND CHILDREN WITH MILD MENTAL RETARDATION ^{[№ 2 ' 2020]}
According to statistics in recent years, there has been a steady increase in the number of people with autism spectrum disorders (ASD), characterized in particular by disorders in the field of socio-psychological relations and specific changes in the cognitive sphere that impede the course of natural psychological adaptation. The theories of the origin of autism advanced in Western psychology are the theory of mind, the theory of central binding (central coherence theory) and the hypothesis of the weakening of the so-called. executive functions and individually and combinatorially quite adequately linked to the recorded changes from the three morphological-functional blocks according to A.R. Luria. The diversity, and sometimes the inconsistency of the obtained morphometric data in autistic children (regarding the total size of the brain, gray and white matter of the cerebral hemispheres, commissural structures, the hippocampus, tonsils, cerebellum, etc.) correlate with the same high diversity and sometimes bizarre manifestations intellectual activity — from pronounced forms of mental retardation to a very high, although unusual in structure of cognitive development.
Correct construction of technologies for working with such children and their effective integration into the system of socio-psychological relations, or specific adaptation to it, is impossible without taking into account the intellectual potential and a differentiated approach based on both general and individualized laws of the child’s cognitive development.
We made an attempt to compare the traditional characteristics of the intellectual activity of children with autism spectrum disorders and children of the same age with mental retardation (MA) in order to identify general and specific trends in their cognitive development. For this, the well-known Veksler test was used, which ensures the comparability of experimental data with normative data for the corresponding age group.
It was found that children with ASD statistically significantly “gain” in the performance of those mental functions that involve the use of optical-spatial gnosis and constructive praxis, but expectedly “lose” in cases that require modeling behavior in social situations and taking into account everyday experience.

Bizyuk A.P., Kats E.E., Kolosova T.A., Sorokin V.M.
NEUROPSYCHOLOGICAL ASPECT OF THE RESEARCH OF SPELLING COMPETENCE OF YOUNGER STUDENTS ^{[№ 6 ' 2018]}
As it is known, neuropsychological factors influence the formation of spelling competence in younger schoolchildren. Despite the long history of studying the brain mechanisms of writing, the question of the composition and functional connections of brain structures that assure the mastering of spelling skills and skills remains unresolved. In our study, 146 students of 3 classes took part. Written works were offered to children, with subsequent analysis of spelling errors. In parallel, a comprehensive neuropsychological study was conducted, which included 20 functional tests. According to the results of the survey of writing, we identified three groups of children: children with high spelling competence, children with low spelling competence, children with diorofography. At the next stage, a correlation analysis was conducted of data from a neuropsychological examination and indicators of the development of spelling skills in children with high spelling competence and children with diorofography. In the written works of children, the most significant difference in the number of mistakes made was revealed for the morphological principle of writing, and the absence of differences for the lexical-semantic one. The analysis of the obtained correlation graphs showed that in groups of children with different levels of orthographic competence formation, various structures of the interrelationship structure of spelling skills and the studied cognitive processes are revealed, that is, the morpho-functional brain prerequisites of spelling competence-incompetence differ significantly. The data obtained suggest that spelling errors associated with incomplete assimilation of various principles of spelling (morphological, traditional, grammatical, syllable-morphemic and lexico-semantic) have a different psychological basis of their occurrence.

Bizyuk A.P., Kacz E.E., Kolosova T.A., Sorokin V.M.
FACTOR ANALYSIS IN THE NEUROPSYCHOLOGICAL ASSESSMENT OF COGNITIVE FUNCTIONS IN DYSORPHOGRAPHY ^{[№ 5 ' 2018]}
The number of children who have problems with mastering written language and the rules of the native language in Russian educational schools, according to various authors, is tens of percent. At the same time, the brain precondition of this phenomenon, worsening the social adaptation of children, remain underdeveloped.
In the present article, an attempt was made to identify discriminatory neuropsychological indicators that prevent the formation of spelling competence of schoolchildren. The study of writing disorders in younger schoolchildren was carried out using specially selected texts for dictation and cheating, after which a factor analysis was undertaken of the results of a study of two groups of children (with high spelling competence and dysorphography — 50 and 24 schoolchildren, respectively) in 20 functional tests. The subject of the analysis was the differences found when comparing the factor structures for the two groups. Neuropsychological assessment was performed only on those indicators, the expressed factor values of which were found only in one of the groups and were absent in the other. According to our assumption, they can be considered as variants of possible prerequisites for success or failure in mastering the rules of the Russian language.
As a result of the qualitative analysis, four types of deficiency were identified, characterizing the weak functional units in the implementation of spelling skills in children with dysorphography. Specific methods whose indicators turned out to be significant for solving the task include: arithmetic calculation, understanding of metaphors, test for reciprocal coordination, effective execution of a proof-reading test in Amatuni’s modification, lack of mirror phenomena in Henry Head test, visual memory and test “Fence” with its load on dynamic praxis as a programmatically organized action.
An end-to-end analysis of the totality of the obtained data allows us to conclude that there are at least four brain deficits in children with dysorphography: imperfect inter-hemispheric interaction, insufficient algorithmic component of thinking and activity, weakness of optical-spatial concepts and deficiency of motivational and energy potential.

Kolosova T.A., Golikov D.V.
MOTIVATION FOR ADMISSION TO THE FAMILY OF CHILDREN WITH DISABILITIES ^{[№ 3 ' 2018]}
The motive of accepting a child with limited health opportunities into the family is one of the important factors of the mutual adaptation of the child and the replacement family. The study of the motivation of admission to the family of a child with limited health opportunities allows you to create an effective psychological and pedagogical support.
As a result of the study, it was possible to establish the dominant motives of mothers who took children with disabilities and with normal development into the family. For mothers of both groups, the leading motives are “the desire to pull the child out of the state system of education”, “the desire to help at least one child.” At the same time, one of the leading motives for mothers who adopt a child with LHO is the motive of “solving material problems at the expense of foster children”, while for other mothers this motive is defined as not the leading one.
Mothers who have adopted children with impaired development are more characterized by higher rates for all types of empathy, as well as the total rate of empathy, however, no significant differences were found. Mothers who adopt children with LHO are more dependent on public opinion, they are more susceptible to social impact. The desire to look worthy,” to be no worse than others “ leads to the fact that such women take on the education of a child with LHO. With age, women are less willing to take in the family and raise their children. There is evidence in favor of the fact that an increase in the number of children the level of empathy of the parents is reduced; less expressed, installation, promote empathy; the parents believe that they can count on help in old age.

Kolosova T.A.
COPING AS A FACTOR IN THE SUCCESSFUL ADAPTATION MENTALLY RETARDED TEENAGERS ^{[№ 2 ' 2012]}
In article the problem of adaptable potential of teenagers with intellectual backwardness is considered. As one of factors of successful adaptation the effective coping-behavior is resulted. Formation of effective strategy coping-behavior in many respects depends on character of children-parental relations.