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Abstract
The article explores the significance of group-based correctional and therapeutic work with children diagnosed with autism spectrum disorder (ASD), presenting it as one of the most effective and promising approaches in contemporary psychological and educational practice. Autism spectrum disorder is characterized by distinctive developmental features, including difficulties in social communication, the presence of restricted or highly specific interests, and repetitive patterns of behavior. These features are not only central diagnostic criteria but also essential factors that determine the design and effectiveness of group interventions.
The article provides a comprehensive analysis of evidence-based practices in the field of group therapy and social skills training for autistic children. Various models and strategies of group work are considered, ranging from structured skill-building sessions to more flexible and creative therapeutic formats. The role of peer interaction, cooperative play, and modeling is highlighted as a mechanism for fostering the acquisition of communication skills and promoting prosocial behavior. Additionally, the article underscores the importance of parental involvement, both as participants in the therapeutic process and as mediators of learned strategies in the home and school environment.
Special attention is given to the broader social and cultural context in which group therapy is implemented. The article discusses the relevance of identity-related considerations, such as respecting language preferences in autism discourse and avoiding stigmatizing terminology. Moreover, the need to ensure external validity when adapting therapeutic methods across diverse educational and cultural environments is emphasized. This is particularly relevant in the context of integrating traditional psychotherapeutic techniques with modern technology-assisted approaches, such as digital platforms and tele-support systems.
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