PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF CHILDREN WITH AUTISM SPECTRUM DISORDERS IN THE EARLY INTERVENTION SYSTEM: FAMILY-CENTERED APPROACHES

Abstract

The article presents the results of a study aimed at substantiating and testing family-centered approaches to the psychological and pedagogical support of children with autism spectrum disorders within the early intervention system. The relevance of the topic is determined by the need to shift from fragmented, expert-driven assistance toward a comprehensive support model that addresses not only the child but also the family as a key developmental agent. The paper analyzes contemporary scientific approaches to organizing psychological and pedagogical support for children with ASD, emphasizing the importance of parent training and preparation for active participation in early intervention. The empirical basis of the study includes the results of a qualitative thematic analysis of semi-structured interviews with parents of children with disabilities and special educational needs, as well as materials from the pilot implementation of a parent training program conducted as an educational and practical seminar. The interview analysis revealed systemic barriers to the realization of children’s and families’ rights, including inconsistencies between professional recommendations and actual educational practices, limited access to psychological support for parents, and the predominantly formal nature of parental involvement in decision-making processes. The findings are interpreted in light of the United Nations Convention on the Rights of Persons with Disabilities and current theoretical models of family-centered intervention. The article presents a structural and content-based model of psychological and pedagogical support for children with ASD in the early intervention system, in which parent training is considered a system-forming component. The methodological framework, implementation principles, and outcomes of the program’s pilot testing are described, confirming the effectiveness and feasibility of family-centered approaches in early intervention centers.