The commented issue is intended for all specialists carrying out special pedagogical work, and especially speech therapists, who during their speech therapy classes often deal with hyperactivity and negative behaviors: aggression, self-aggression, as well as self-restrained children and adolescents.
The research of the presented phenomena and the search for coping solutions by the speech therapist may seem unacceptable to some specialists because the work carried out on overcoming aggressive manifestations, and the rejection of any proposed method of communication are considered the subject and object of the study of psychologists. However, the unprecedented frequency of these phenomena during speech therapy classes allows us to address the researched phenomena from a speech therapy perspective as well, because aggressive manifestations and especially disobedience to the specialist and rejection of all possible forms of contact can be an obstacle to speech therapy intervention with children and adolescents with autism syndrome.
The application of the necessary steps for the formation of emotional contact during the speech therapy classes presented in the article, as well as the creation of special conditions, document their unique role in terms of the effective implementation of speech therapy classes through experimental research.
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