Solntseva V.A., Belova T.V. Psychological characteristics of persons with visual impairments (visually impaired) // Handbook on the organization and conduct of career guidance work - M.: LLC "Center for New Technologies", 2012. - P. 92-94.

Subject and tasks. Typhlopsychology studies the patterns and characteristics of the development of persons with visual impairments, the formation of compensatory processes that ensure compensation for the lack of information, the deficit that is associated with a violation of the activity of the visual analyzer, as well as the influence of this defect on the mental development of children with visual impairments.
Main goals:

1. Study of general, specific patterns of mental development of children with profound visual impairments, also characteristic of a normally developing child, mechanisms that provide compensation for blindness and low vision;
2. Study of the dependence of mental development on the degree, nature and time of occurrence of a defect in visual function;
3. Identification of the potential capabilities of persons with visual impairments, their abilities to overcome deviations in the formation of mental processes and personality deviations;
4. Development of the mental foundations of effective correctional and pedagogical assistance to children with visual impairments;
5. Development of socio-psychological foundations for the effective integration of people with visual impairments into society.

The first special school for the blind was opened in Paris by V. Hauis in 1784. We find the first attempt to analyze the psychology of the blind in the works of D. Diderot “Letters about the blind for the edification of the sighted” (1749). Research on the characteristics of the mental development of blind children in the 80s and 90s. 20th century are based on the works of the founders of Russian defectology L.S. Vygotsky, A.R. Luria et al. and are aimed at further development of the theory and practice of compensation and correction of visual defects in the process of correctional training and education.
Classification of visual impairments in children. Depending on the degree of decrease in visual acuity in the better seeing eye, when using glasses, and, accordingly, on the possibility of using a visual analyzer in the pedagogical process, the following groups of children are distinguished:
Blind– these are children with a complete absence of visual sensations, either having residual vision, or retaining the ability to perceive light;
Absolutely, or totally, blind– children with a complete absence of visual sensations;
Partially or partially blind– children with light perception are able to distinguish a figure from the background;
Visually impaired– with a pronounced decrease in the acuity of perception, the visual analyzer remains the main source of perception of information about the surrounding world and can be used as a leader in the educational process, including reading and writing.
Depending on the time of onset of the defect, two categories of children are distinguished:
Born Blind– these are children with congenital total blindness or who became blind before the age of three. They do not have visual ideas, and the entire process of mental development is carried out in conditions of complete loss of the visual system;
Blind– children who have lost their sight in preschool age and later.
Features of the development of the cognitive sphere. In the structure of the image of an object in the external world of the blind and visually impaired, a significant and important place is given to hearing and auditory characteristics. Spatial orientation and various types of activities of the blind require the ability to differentiate sounds, noises, localize sound sources, determine the direction of the sound wave, so they often use their hearing when performing various types of activities.
The sense of touch is of great cognitive importance. In the process of active touch, kinesthetic sensitivity becomes of great importance. The tactile image is formed based on the synthesis of a mass of tactile and kinesthetic signals. A special place is occupied by the sense of touch when reading Braille, which gives the blind the opportunity to become familiar with world literature.
Features of personality development and the emotional-volitional sphere. The formation of aesthetic feelings in the blind is greatly complicated, since this excludes from the sphere of perception the whole range of feelings that arise during the visual perception of beauty. However, intact analyzers allow the blind to experience aesthetic feelings, enjoy nature, poetry, and music. The formation of aesthetic feelings is associated with education. The ability to enjoy aesthetically develops, first of all, not in the sphere of consciousness, but in the sphere of activity.

Psychological diagnosis of children with visual impairments and correction of these impairments.

A necessary condition for identifying developmental pathologies in anyone is careful monitoring of the child from birth. The possibility of visual pathology may be indicated by the child’s absence by 2-3 months. fixation of gaze on a human face or toy.
In order to effectively use residual vision in the learning process, it is necessary to carry out a preliminary study of the abilities of a blind child in three directions:

1. Clinical assistance and clinical care;
2. Self-analysis, self-report, self-control and self-observation;
3. Examination of actual, actual functioning of vision in real school conditions.

There are different forms of compensation for blindness:
Organic, or intra-system, compensation, in which the restructuring of functions is carried out through the use of the mechanisms of a given functional system;
Intersystem, based on the mobilization of reserve capabilities located outside the disturbed functional system, on the establishment and formation of new analyzer nerve connections using workarounds, the inclusion of complex mechanisms of adaptation and restoration of secondary impaired functions.
The transition from one stage of compensation to another is determined by the emergence or change of leading activity and largely depends on the level of development of cognitive processes and mental properties that allow this activity to be carried out. This transition in children of early and preschool age is associated with the formation of new psychological structures:
On first stages of development are complex motor-kinesthetic perceptions, touch, hearing.
On the second stage – speech: its inclusion in communication and objective activity makes it possible to correct the lag.
Third The stage is associated with the development and emergence of images of ideas, the strengthening of their connections with the objective world, the ability to imagine objects in their absence, and operate with images in an imaginary situation.
Fourth The stage is characterized by the active inclusion of speech, memory, and thinking, both in visually practical and visually figurative and conceptual form, in the sensory reflection of the external world by the blind.
Compensation for a partial defect proceeds according to the same laws as compensation for a total defect; the difference is that information from the damaged analyzer is included in the process. When compensating for a partial defect, correction of the primary defect, development of hearing, touch, and vision begin to play a role. An indispensable condition for all work on the development of visual perception is the creation of comfortable conditions of perception, hygienic and ergonomic conditions for the work of a blind person with residual vision, primarily this relates to visual hygiene.

The category of hard of hearing includes persons with partial hearing impairment, which impedes speech and intellectual development. At the same time, they retain the ability to independently accumulate a speech reserve with the help of residual hearing. The speech of a person who is hard of hearing usually has a number of significant deficiencies that can complicate the learning process, especially the assimilation of material that is difficult to understand.

· mild degree of hearing loss - whispered speech is perceived at a distance of 3–6 m, conversational speech – 6–8 m;

· moderate degree - whispered speech is perceived at a distance of 1–3 m, conversational speech – 4–6 m;

· significant degree - whispered speech is perceived at a distance of 1 m, conversational speech - 2 – 4 m;

· severe degree - whispered speech is perceived at a distance of 0.5 m, conversational speech - 2 m.

In addition, within each group, the hearing impaired are divided into:

· for hearing impaired people with developed speech;

· hard of hearing people with profound speech underdevelopment.

Let us consider the characteristics of the hearing impaired that affect their educational activities in educational institutions of vocational education.

1. Due to hearing damage, the volume of external influences on the intellectual sphere of a hearing-impaired person is limited, interaction with the environment is impoverished, and communication with others is difficult. Meanwhile, a necessary condition for the successful mental and intellectual development of each person is the diversity and increasing complexity of external influences. As a result, the mental and intellectual activity of a hearing-impaired person is often simplified, and reactions to external influences become less complex and less varied. This circumstance can serve as an obstacle to the development of those professional skills that require the use of diverse and combined actions.

2. For people with hearing loss, visual stimuli are much more important than for people with normal hearing. Consequently, the main burden of processing incoming information falls on vision. For example, speech perception through lip reading requires full concentration on the face of the person speaking. In addition, this feature of perception of hearing-impaired students requires the teacher to focus on his own articulation. Therefore, for both the teacher and the students, the educational process is associated with extreme stress of attention, which leads to fatigue and loss of stability of attention. This, in turn, causes a decrease in the speed of activity and an increase in the number of errors.

3. The productivity of attention in hearing-impaired students largely depends on the visual qualities of the perceived material. The more expressive they are, the easier it is for the hearing impaired to identify informative features of an object or phenomenon.

4. The process of memorization in the hearing impaired is largely mediated by the activity of analyzing perceived objects, i.e. by correlating new material with the material that was learned previously. And at the same time, the specific features of visual perception of the hearing impaired affect the effectiveness of their figurative memory - they often identify insignificant features in surrounding objects and phenomena. In the process of studying in educational institutions of vocational education, this quality of the hearing impaired leads to the fact that the basic concepts of the material being studied must be explained separately, which requires additional study time.

5. Voluntary memorization of hearing-impaired people is characterized by the fact that the images of memorized objects are less organized than those of hearing people. Since the hearing impaired are less likely to use indirect memorization techniques, the images in their memory are retained worse (they are remembered more slowly and forgotten more quickly), therefore, in the process of professional training, it is necessary to use additional visual techniques to increase the efficiency of memorizing the material.

When memorizing verbal material, people with severe hearing impairment may experience word substitutions: substitutions based on the external similarity of the sound of a word, semantic substitutions. These kinds of difficulties are associated with the peculiarities of assimilation of oral speech by the hearing impaired. The teacher needs to be especially attentive to professional terms, as well as to the use of professional vocabulary - for better assimilation of special terminology by the hearing impaired, it is necessary to write the terms being studied on the board each time and monitor their assimilation by students.

6. The mental development of the hearing impaired differs from the norm in that it has a violation of proportions. Thus, their written language prevails over spoken language and, accordingly, visual-figurative thinking prevails over verbal-logical thinking. Full-fledged visual and figurative thinking serves as the basis for the formation of verbal and logical thinking. However, as a rule, verbal-logical thinking in the hearing impaired develops later than the norm. The timing of development depends largely on the degree of hearing damage. For example, in the deaf and hard of hearing with severe hearing impairment, the formation of verbal-logical thinking is completed by the age of 17 and even later. Consequently, by the time of admission to educational organizations of vocational education, the process of forming verbal and logical thinking, which is the basis for the successful assimilation of educational material, may remain incomplete. In milder forms of hearing impairment, when the development of a hearing-impaired person does not have additional deviations, during training in an educational organization of vocational education, this feature of thinking manifests itself mainly in the process of solving complex problems. Thus, it must be emphasized once again that the hearing impaired especially need visual material in the learning process. Topics that are difficult to understand should be provided with as many diagrams, diagrams, drawings and similar visual material as possible.

7. Due to such features of the intellectual sphere of the hearing impaired as the slow development of mental operations, in particular the operations of analysis, synthesis, and abstraction, they have difficulty identifying and realizing the goal. In the process of working and mastering professional skills, they strive to get results as quickly as possible, i.e. get there. However, they lack concentration, the ability to correlate the image of the future result with the resulting product and analyze the causes of difficulties. Problems in mastering professional skills are usually associated with the fact that students, in an effort to get results faster, neglect important work operations. In addition, people with hearing loss, as a rule, do not realize the obligation to achieve their goal. Thus, in addition to the task of teaching, teachers are faced with the task of instilling in the hearing impaired a positive attitude towards work and forming appropriate motivation in them.

8. Great difficulties for the hearing impaired may arise in the initial stages of training in a new team. This is due to the slow formation of their interpersonal relationships and mechanisms of interpersonal perception. Hearing-impaired people also have poorly formed evaluative criteria for interpersonal relationships; they often allow extremes in their assessment of others they encounter in situations of professional training and industrial practice, and they do not sufficiently differentiate personal and business relationships.

Solntseva V.A., Belova T.V. Psychological characteristics of persons with hearing impairments (hard of hearing) // Handbook on the organization and conduct of career guidance work - M.: Center for New Technologies LLC, 2012. - pp. 89–92

The subject of deaf psychology is the study of the unique mental development of people with hearing impairments and the establishment of possibilities and ways to compensate for hearing impairments of varying complexity.
The objectives of deaf psychology are as follows:

1. identify patterns of mental development of people with impaired hearing, both general, also characteristic of people with intact hearing, and specific;
2. to study the features of the development of certain types of cognitive activity of people with impaired hearing;
3. study the patterns of development of their personality;
4. develop methods for diagnosing and psychological correction of mental development disorders of people with hearing impairments;
5. give a psychological explanation of the most effective ways of influencing children and adults with impaired hearing, study the psychological problems of integrated education and integration of people with impaired hearing into society.

The behavioral and psychological characteristics of people with hearing impairments first attracted the attention of educators and psychiatrists in the mid-19th century. At the beginning of the 20th century, the first psychological studies appeared: 1911, the work of A.N. Porosyatnikova (Russia), dedicated to the study of the memory characteristics of deaf and mute schoolchildren. 20s - systematic development of problems in special psychology (and deaf psychology, in particular) took place under the leadership of L.S. Vygotsky. His students L.V. Zankov and I.M. Soloviev conduct research on the development of perception, memory, thinking and speech of children with hearing impairment. The results of these studies were summarized in the first monograph on deaf psychology, “Essays on the Psychology of a Deaf-Mute Child,” 1940.

Causes of hearing impairment.

Hearing impairment can be caused by various diseases in children. Among them are meningitis and encephalitis, measles, scarlet fever, otitis media, influenza and its complications. If the inner ear and the stem part of the auditory nerve are affected, in most cases deafness occurs, while damage to the middle ear often leads to partial hearing loss.
Hearing impairment can occur as a result of congenital deformation of the auditory ossicles, atrophy or underdevelopment of the auditory nerve, chemical poisoning, and birth injuries. Mechanical injuries such as bruises, blows, exposure to super-strong sound stimuli (whistles, explosions, etc.) can lead to hearing impairment. Hereditary factors are of great importance in the occurrence of hearing impairment. In deaf families, the birth of children with hearing impairments is much more common than in hearing families. The causes of hearing loss can also be such diseases of the parents as alcoholism, “caisson disease” (in pilots, astronauts).

Related information.

Education Committee of the City District Administration –

Kamyshin town, Volgograd region

Municipal budgetary educational institution secondary school No. 14 of the city district - the city of Kamyshin, Volgograd region

Standardized diagnostic techniques adapted for working with children with visual impairments

2016

Method “Box of Forms”

Aimed at determining the formation of ideas about form. Since when performing tasks using this method, difficulties arise related to the perception of depth and volume, you should first analyze the insert figures with the child, isolating the necessary plane of the volumetric figure so that the child can identify it with a slot. There may be difficulties in practical insertion of figures due to underdevelopment of micro-coordination of movements. The psychologist must identify these differences by asking clarifying questions.

Target: assessment of the perception of shape and spatial relationships of the accuracy of coordination movements.

Stimulus material: drawer with slots and volumetric inserts. The bases of these liners correspond in shape to the slots of the box and represent geometric shapes: circle, triangle, rectangle (oval), square, polyhedron.

Carrying out the test:

An adult places a box in front of the child and lays out the insert figures.

Instructions:

An adult says to a child: “Let's play. Look at my box (house, elephant...), and there are windows in it for figures. Each figure has its own window. If you find the right window for the figure, it will drop into the box.

During the work, the adult records in the protocol: the correspondence of the shape of the insert to the slots of the box, taking into account the spatial position of the insert and the method of performing the action (visual correlation, trying on, trial and error).

Evaluation of results:

High level: performing a task based on visual

correlating the base of the liner with the slot in the box, taking into account the spatial position of the liner.

Average level: trying on, applying the liner figure

to a suitable slot. Simple inset figures (with a circle, square base) are visually correlated with the slots, and complex ones (with a base

triangle, polyhedron) tries on different ones, including those that do not correspond to the required slots. Spatial position

the insert is not always taken into account (may be inserted sideways into the desired slot)

Low level: performing a task through trial and error

(the child tries to push the insert first into one, then into another, etc., slots, or tries to push different inserts into one slot).

Protocol for the “BOX OF FORMS” technique

F.I. child_________________________________Age_________________

Venue___________________Group_________________

Date_____________________Educator-psychologist__________________

Form

Matching the shape of the liner with the slot of the box

Accounting for spatial

provisions

How to perform an action

Conclusions__________________________________________________________________________________________________________________________________________________________________________

Methods “Pyramid” and “Bowls”

Aimed at determining the formation of objective actions and ideas about magnitude.

When performing object actions, children with visual impairments may suffer from accuracy and coordination of movements, which causes slow test performance. For a more adequate assessment, it is necessary to first determine whether children have developed the concept of size and the ability to arrange objects in a series series.

“Bowls” technique

Goal: identifying the level of perception of the relationships of objects in size and mastering object actions.

Material: 5 - 7 bowls of the same shape, but different in size, which can be arranged as elements of a serial series.

The experimenter shows the child bowls nested one inside the other (matryoshka principle), then lays them out in disarray in front of the child and suggests: “Assemble the bowls as they were.” If necessary, the experimenter shows how to complete the task on the first two elements - a smaller bowl is placed in the largest bowl. Then the child must complete the task independently.

A high level of task performance corresponds to solving a problem based on visual correlation. For children of the fourth year of life, it is permissible to complete this task with one or two practical tests.

At an average level of difficulty, a positive result is not achieved on the first try. The child folded 2 - 3 bowls correctly, then skipped the right one, continued folding, adding one more (two) needed bowls. He had an extra one left, and he began to fold it again. It happens that it will take not one, but several practical tests to correctly fold the bowls, but in the end the child completes the task independently.

A low level is considered as the absence of an independent solution to this problem. In this case, the child can be asked to add a smaller number of elements (3 - 4) or modify the task: choose the largest element from two, and then from three.

Methodology "Pyramid"

Target: is aimed at identifying the level of perception of the relationships of objects in size and mastery of object actions.

Material: children's pyramid (5 - 7 elements)

The adult shows a sample of a pyramid or turret, fixing the child’s attention on the fact that the pyramid is smooth: “Look how smooth the pyramid is.” The sample is then sorted out of the mess. The experimenter asks: “Assemble the pyramid as it was.”

If the child finds it difficult, then the adult shows him in the first two elements how to complete the task.

A high level corresponds to performing a task based on visual correlation.

The average level corresponds to trying on, comparing the elements of the pyramid before putting it on the rod.

A low level is considered as the absence of an independent solution to this problem. In this case, the child can be asked to complete a task with fewer elements.

Methodology “Cut pictures”

Belopolskaya N.L.

Target: identifying the level of development of children’s holistic perception of an object picture.

Carrying out the examination: The adult shows the child parts of the cut picture and asks him to put the whole picture together:Look carefully at these cards. What do you think it is? What object is shown on them? Now fold these cards so that you get the item you named.

Training: an adult shows how to connect the parts into a whole. After this, he again invites the child to complete the task independently.

Stimulus material: subject pictures cut into several parts (2-6).

Processing instructions: Children with normal mental development from the age of 3 put together a picture from two parts using the trial method. After 4 years they move on to visual correlation. Pictures cut into 4 parts are offered from the age of 4; by the age of 5, the task is completed using the method of visual correlation. When working with pictures cut straight into three parts, children often “lose” the middle part, shifting the beginning and end of the image, but when surprised and asking, “Where should we put this piece?” fix the error themselves.

Children with mental retardation can assemble a picture of two parts by the age of 4; a picture of 4 parts can cause difficulties for them even at the age of 5. After showing the method of action (the adult collects, shows the child, and then destroys the picture), the child completes the task. Children are distracted, may not complete the task, and require organizational help and support.

Children with mental retardation do not understand the meaning of the task and randomly rearrange parts of the picture. By the age of 5–6 years, these children are able to assemble a picture cut into 2–4 parts, but to do this they need to be shown an already folded image. If the parts are upside down, folding becomes very difficult. Only after being shown and done together with an adult do they begin to assemble the picture on their own. However, for some of them, composing pictures from four parts remains inaccessible at this age.

1 point – does not understand the purpose of the task, acts inadequately in the learning environment.
2 points – accepts the task, but does not understand the terms of the task, acts chaotically, and after training does not move on to an independent method of execution.
3 points – accepts and understands the purpose of the task, performs it using the method of enumerating options, after training moves on to the method of targeted trials.
4 points – accepts and understands the purpose of the task, acts independently by trial or practical testing.

Sample stimulus material.

Methodology “Design by sample” (author T.V. Lavrentyeva) The “Construction by Model” technique is aimed at determining the level of development of spatial perception based on an analysis of the relative position of objects in space.

The material used is three pieces of building material of different shapes (for example, figures with a base - a semicircle, a triangle, a rectangle). The experimenter and the child have their own sets of parts.

The experimenter behind a screen (or a sheet of paper - a screen) creates a structure from building parts. Then he opens the structure and asks the child: “Build it the same way with your cubes.”

1. High level of task completion - construction of a structure based on visual comparison with the model.

2. In case of difficulties, the experimenter builds a structure without a screen (screen), in front of the child. Correct completion of the task in this case corresponds to the average level.

3. A low level is considered as a lack of independent completion of the task, even when the experimenter built the structure in front of the child.

“Free drawing” technique (“Drawing on a free topic”, “Beautiful drawing”)

The level of formation of ideas about the environment is revealed. Level of proficiency in drawing techniques and development of motor skills. The child is provided with paper (not glossy), pencils and colored pencils, and markers. Pencils are selected that are more contrasting in relation to the paper (red, blue, green, black, brown) Blind people use N.VKlushina’s device

This technique is a drawing - a message.
Instructions : “Draw whatever you want” or “Draw a beautiful color drawing.”
Materials : paper, a large selection of pencils and pastels.
Interpretation :

General impression;

Detailed interpretation begins with the most unusual elements of the design; clarifying questions on these elements;

Formal features:

The format of the drawing and its adequacy to the size of the sheet of paper;
- pressure in general (strong may indicate excessive control, sometimes - aggressive tendencies, weak - about uncertainty, an asthenic state, variable - about instability, mobility of the nervous system);
Meaningful features :
- absence of important elements of the picture;
- pressure when drawing details.
Location of the drawing on the sheet:
- the location in the center of the sheet is typical and is not interpreted;
- upward displacement – ​​high level of aspirations, “soaring in the clouds”, lack of support, instability of family / social ties;
- downward displacement – ​​lack of self-confidence, desire to remain in the shadows, low self-esteem;
- an upside-down drawing - in children under 4 years old it can be considered the norm, in older ones - it can indicate a violation of the concepts of “top-bottom”.
Other elements and their possible meaning:
- sharp corners - a tendency to aggressive manifestations;
- clear geometry - intellectualism, sometimes combined with insufficient development of the emotional sphere;
- an abundance of geometric (including rectangular) shapes - the need to fit into boundaries, standards, the desire to comply with generally accepted norms;
- chess coloring – rationality;
- shading – anxiety;
- darkening of an element or its excessive drawing in a specific area - a problem area, rigidity, for example, darkening of the mouth, may indicate difficulties in the communication sphere;
- sketchiness – poor understanding of oneself or reluctance to reveal oneself in pictures and words;
- oddities in the drawing, for example, the use of plant elements in a drawing of a person or animal and other elements that are inadequate to the context are alarming, painful signs, except in cases of strong creativity.

Methodology “Completing Figures” O.M. Dyachenko

The technique is aimed at determining the level of development of imagination, the ability to create original images

The material used is one set of cards (out of two offered), on each of which one figure of an indeterminate shape is drawn. There are 10 cards in total in each set.

Two equivalent sets of such figures have been developed.

One of these kits is offered during one examination, the other can be used during a follow-up examination or after a year.

Before the examination, the experimenter tells the child: “Now you will finish drawing the magic figures. They are magical because each figure can be completed so that you get any picture, any picture you want.”

The child is given a simple pencil and a card with a figure. After the child has completed drawing the figure, he is asked: “What did you get?” The child's answer is recorded.

Then the remaining cards with figures are presented sequentially (one at a time).

If the child does not understand the task, then the adult can show several options for completing the drawing on the first figure.

To assess the level of task completion for each child, the coefficient of originality (K) is calculated op ): number of non-repeating images. Images in which the figure turns into the same element for finishing are considered identical. For example, turning both a square and a triangle into a TV screen is considered repetition and both images are not counted toward the child.

Then the images created by each of the children in the study group based on the same figurine are compared. If two children turn a square into a TV screen, then the drawing does not count towards either child.

Thus, Kor equal to the number of drawings that are not repeated (according to the nature of the use of a given figure) by the child himself and by any of the children in the group. It is best to compare the results of 20-25 children.

Below is a protocol for processing the results obtained.

Figures for finishing are located horizontally. Vertically - the names of the children. Under each figure it is written which image the child gave. The names of repeated images horizontally (repetitions for one child) and vertically (repetitions for different children of the same figure) are crossed out. Number of uncrossed answers – K op every child. Then average K is output op by group (individual values ​​of K op sum and divide by the number of children in the group).

Low level of task completion – K op less than the group average by 2 or more points. Intermediate level – K op equal to the group average or 1 point above or below the average. High level – K op above the group average by 2 or more points.

Along with quantitative processing of results, it is possible to qualitatively characterize the levels of task completion.

The following levels can be distinguished:

At low level children actually do not accept the task: they either draw something of their own next to a given figure, or give non-objective images (“such a pattern”).

Sometimes these children (for 1–2 figures) can draw an object

a schematic drawing using a given figure. In this case, the drawings are usually primitive, template diagrams.

At average level Children finish drawing most of the figures, but all the drawings are schematic, without details. There are always drawings repeated by the child himself or other children in the group.

At high level children give schematic, sometimes detailed, but, as a rule, original drawings (not repeated by the child himself or other children in the group). The figure proposed for finishing is usually the central element of the drawing.

Copyright JSC "CDB "BIBKOM" & LLC "Kniga-Service Agency" E. S. Fominykh WORKSHOP ON PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSTICS OF PERSONS WITH VISUAL IMPAIRMENTS Educational and methodological manual Copyright JSC "CDB "BIBKOM" & LLC "Kniga-Service Agency" CONTENTS INTRODUCTION……………………………………………………………………………….3 SECTION I. METHODOLOGICAL FOUNDATIONS OF PSYCHOLOGOGEDOGICAL DIAGNOSTICS OF PERSONS WITH VISUAL IMPAIRMENTS….4 Principles of diagnostics of persons with visual impairments……………………………...4 Requirements for organizing and conducting diagnostic examinations of persons with visual impairments……………………………………………………… ……………...4 Methods of psychological and pedagogical diagnosis of persons with visual impairments....7 SECTION II. PSYCHODIAGNOSTIC PRACTICUM……………………...8 Psychological and pedagogical diagnostics of the cognitive sphere of persons with visual impairments……………………………………………………………………………………… ….8 Psychological-pedagogical diagnostics of the emotional-volitional and personal spheres of persons with visual impairments………………………………………………………………………………22 SECTION III. PRACTICAL TASKS………………………………………………………...42 2 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency INTRODUCTION Preparation of bachelors in the field of study 03/44/03 “Special (defectological) ) education”, focus “Special Psychology” includes the formation of competencies in the field of diagnostic and advisory activities, focused on the psychological and pedagogical study of the characteristics of psychophysical development, educational opportunities, needs and achievements of persons with disabilities. This is specified in the ability of graduates to conduct a psychological-pedagogical examination of people with disabilities, analyze the results of a comprehensive medical-psychological-pedagogical examination of people with disabilities based on the use of clinical-psychological-pedagogical classifications of developmental disorders1. Forming the ability to conduct a psychological and pedagogical examination of people with visual impairments is one of the results of mastering the discipline “Psychology of People with Visual Impairments.” The theoretical and methodological foundations of psychological and pedagogical diagnostics for visual analyzer defects are discussed in lecture classes, the acquisition of practical experience, relevant skills and abilities is carried out in practical and laboratory classes. “Workshop on psychological and pedagogical diagnosis of persons with visual impairment” includes three sections:  “Methodological foundations of psychological and pedagogical diagnosis of persons with visual impairment”, which systematizes the basic principles of diagnostic work, general and specific requirements for organizing and conducting diagnostic work with persons with visual impairment.  “Psychodiagnostic workshop” contains methods for diagnosing the cognitive, emotional-volitional and personal spheres, adapted versions of which can be used in working with persons with visual impairments (visually impaired, totally blind).  “Practical tasks”, including tasks for students’ independent work. Completing the proposed tasks will allow you to deepen your theoretical knowledge on the issues of diagnosing people with visual impairments, as well as gain practical experience in diagnostic activities (carrying out a diagnostic examination, adapting diagnostic techniques in accordance with the visual capabilities of the subjects, developing a set of psychodiagnostic techniques, etc.). 1 Federal State Educational Standard for Higher Education in the field of preparation 03/44/03 Special (defectological) education (bachelor's level) (dated 10/30/2015 No. 1087) 3 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency SECTION I. METHODOLOGICAL FOUNDATIONS OF PSYCHOLOGY -PEDAGOGICAL DIAGNOSIS OF PERSONS WITH VISUAL IMPAIRMENT Principles of diagnosis of persons with visual impairment 1. 2. 3. 4. 5. 6. 7. 8. The principle of humanity The principle of comprehensive study The principle of scientific validity The principle of comprehensive, systemic and holistic study The principle of dynamic study The principle of qualitative quantitative approach Principle of individual approach Principle of confidentiality Requirements for organizing and conducting a diagnostic examination of people with visual impairments General requirements for organizing and conducting examinations2  Preliminary collection and analysis of a multimodal history (data from a medical examination of the child and a detailed medical history; sociological and socio-psychological data about the family child; psychological and pedagogical data on the mental development of the child before the examination).  Observation of the child’s behavior and activities in the group, in classes, during leisure hours (the child’s appearance, contact, reaction to the examination situation, direction of interests and actions, organization of attention and activity, meaningfulness of work, adequacy of assessment of one’s actions, etc.).  The choice of psychodiagnostic methods must correspond to the age and individual psychological characteristics and real capabilities of persons with visual impairments. When forming a set of psychodiagnostic techniques, it is also necessary to combine methods of a high level of formalization, which make it possible to standardize and mathematically process data, and less formalized methods, which allow one to obtain additional information about the subject. When selecting diagnostic tools, the following are taken into account: understanding of the instructions by the test taker; the nature of the stimulus material, the sequence of its presentation. The compiled set of methods should provide a qualitative and quantitative analysis of the obtained 2 Shapoval I.A. Methods for studying and diagnosing deviant development M., 2005. 4 Copyright JSC Central Design Bureau BIBKOM & LLC Kniga-Service Agency results, allowing to identify the uniqueness of the child’s development and his potential.  Organization of the place for conducting a diagnostic examination: a room equipped for individual work; mandatory “mastering” of the child in the room where the examination is carried out.  Conditions for conducting a diagnostic examination: establishing sufficient contact between the child and the psychologist before the examination; adequacy of encouragement and stimulation of the child; relativity of evaluative characteristics; monitoring the subject’s condition (decrease in overall performance, fatigue, physical and emotional discomfort, anxiety, etc.), taking into account possible fluctuations in his mood and motivation, and the general pace of the examination; dosed nature of the experiment. Specific requirements for the organization and conduct of a diagnostic examination of persons with visual impairments are presented in Table 1. Table 1 Specific requirements for the organization and conduct of a diagnostic examination of persons with visual impairments3 Requirements Contents  Contrast of objects and images presented Adaptation in relation to the background - 60 diagnostic 100%; Negative contrast is preferable as a technique, since children distinguish black objects better on a white background than white objects on a black one. possibility  The size of the presented objects clearly and accurately is determined depending on the age and perception of the child’s visual capabilities, which are clarified diagnostically together with the ophthalmologist. material The size of the perceptual field of the presented drawings should be from 0.5 to 50°.  Angular dimensions of images – within 3 - 35°.  The background should be free of details that are not part of the intent of the task (this is especially true for tasks for preschool and primary school children).  It is advisable to use yellow-red-orange and green tones in the color scheme.  Color saturation – 0.8 - 1.0.  Stimulus material must meet a number of conditions: - proportionality of the ratios of objects in size in accordance with the ratios 3 Solntseva L. I. Typhlopsychology of childhood. M., 2002 5 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency Continuation of Table 1 - correlation with the real color of objects; - high color contrast (80 - 95%); - clear identification of near, middle, distant plans, etc. The distance from the child’s eyes to the stimulus material should not exceed 30 - 33 cm, and for blind children - depending on the acuity of residual vision. Procedure  Increasing the exposure time of diagnostic stimulus material depending on the examination of the characteristics of visual pathology by 2-10 times.  Limitation of continuous visual load (5-10 minutes in primary and secondary preschool age and 15-20 minutes in senior preschool and primary school age).  Changing the type of activity to an activity that is not associated with intense visual observation. Taking into account qualitative  Methods based on motor parameters for assessing skills: what is taken into account is not the speed and accuracy of the movements, but the overall effectiveness of the execution. diagnostic tasks The time allotted for completing the task increases; All tests to study the movements and motor skills themselves are excluded.  Speech techniques: the child’s formation of real ideas corresponding to the verbal material is first determined. The formalism of speech characteristic of children with visual impairments may manifest itself in the absence of a full-fledged real representation.  Methods with elements of drawing: you should first find out whether the child has formed an idea of ​​the object that needs to be depicted and its characteristics.  Methods based on visual analysis and synthesis of spatial relationships of objects: they first determine whether the child has developed knowledge of the proposed forms and objects.  Methods using free creative games: it is first determined whether the child knows the toys with which he will play. This is especially true for stylized toys, animals in clothes, and fairy-tale characters. Children 6 Copyright JSC Central Design Bureau BIBKOM & LLC Kniga-Service Agency Continuation of Table 1 are first introduced to the actions that can be performed with toys, as well as to the room in which they will play.  Methods based on imitation: given the absence of this process in blind children and the difficulties of its formation in children with profound visual impairments, the demonstration should be carried out on the child himself, using his motor-muscular memory and joint actions with adults. Table 2 Methods of psychological and pedagogical diagnostics of persons with visual impairments Methods of psychological and pedagogical diagnostics of persons with visual impairments High-level methods Low-formalized formalization methods Testing Observation Questionnaires Conversation Projective techniques Interviews Psychophysiological methods Questionnaire survey Psychosemantic techniques Introspective method 7 Copyright JSC "CDB "BIBKOM" & Book-Service Agency LLC SECTION II. PSYCHODIAGNOSTIC PRACTICUM Psychological and pedagogical diagnostics of the cognitive sphere of persons with visual impairments Sensations4 Eye test Equipment. The eye meter can be assessed using a device made from a regular ruler: the side of the ruler facing the subject is covered with white paper; in the center there is a clear strip dividing the ruler into two equal halves; Movable marks – sliders – are fixed on the upper edge of the ruler. To work with partially sighted subjects, the ruler must be rigidly fixed on the table. The sliders should have the same rigid fixation. The dividing line on the ruler should be embossed. Procedure. The experimenter moves one slider from the center by 5–12 cm. The subject must move the other slider in the opposite direction from the center by the same distance. The error is determined using a linear scale facing the experimenter. The test is repeated up to 10 times. Analysis of results. The results are calculated by determining the percentage accuracy (T) using the formula: T = 100 – C2 · 100 / C1, where C2 is the sum of the differences from the given length of the segment (the sum of the test subject’s errors in mm); C1 – the sum of the segments presented by the experimenter. The assessment of the survey results is presented in the table (Table 3). Table 3 Quantitative assessment of the results of the technique Score in points 1 2 3 4 5 6 7 8 9 Percentage accuracy 76 82 88 92 94 96 97 98 99 length measurements Measurement of the spatial threshold of tactile sensitivity Equipment. The equipment can be an esthesiometer (Weber caliper) (Fig. 1) or a vernier caliper/drawing gauge with blunt needles. Fig.1. Aesthesiometer (Weber compasses) 4 Litvak A.G. Workshop on typhlopsychology. M., 1989. 8 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency Procedure. Beforehand, the subject is convinced that the experiment is absolutely painless (since younger schoolchildren may experience fear of pain when they see measuring instruments). The child's understanding of the instructions is also clarified. The esthesiometer is used to touch the arm or other part of the subject’s body without pressing on the skin. Gradually spread the legs of the device until the sensation of two touches appears, then bring them closer together until the sensation of one touch appears. At the same time, the distance between the legs of the esthesiometer is recorded, at which the sensation of double touch first appears and disappears. Analysis of results. The individual spatial threshold of tactile sensitivity is taken to be the minimum distance between the needles of the aesthesiometer, at which a double touch was detected by the subject (i.e., a feeling of duality of impact arose) in half of the cases of presentation, i.e. three times out of six samples. During work, the subject’s behavior should be carefully monitored, avoiding overexertion and fatigue. It is necessary to find out whether the subject reacted confidently or not very confidently to the presented stimuli. Measurement of mass discrimination threshold Equipment. Two sets of weights from 600 to 650 g. Procedure. The experimenter places first identical weights on both palms of the subject, then different ones, adding more weight. The subject must determine which load is heavier (the ability to visually perceive loads is excluded). It is allowed to transfer loads from one hand to another. The mass of one of the weights gradually increases until the subject for the first time has the sensation of a difference between the two counterweights. The experiment is carried out several times in forward and reverse order, i.e. by successively decreasing/increasing the mass of one of the weights. Analysis of results. The amount of additional mass at which the subject first perceives the difference between the two weights is an indicator of the mass discrimination threshold. Perception Study of the relationship between visual and tactile perception of shape 5 Experimental material: for visually impaired children, twelve plane figures of four geometric shapes are used: square, triangular, rectangular, trapezoidal. Procedure. The experiment is carried out individually and contains four series: 5 Cit. according to Uruntaeva G.A., Afonkina Yu.A. Workshop on preschool psychology. M., 2000. 9 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency 1. Visual familiarization with the form. The subject is shown a figure of a certain shape for 10 s, then is shown the entire set in which he must find the previously presented sample. In a similar way, the child is introduced to the other figures. It is not allowed to touch the samples. 2. Tactile familiarization with the form. The subject becomes familiar with the figures, first only through tactile perception (without the participation of vision), and then through visual perception. In the set he recognizes the figures in the same way as in the previous series. Features of visual and tactile perception are recorded (what the subject looks at, how he feels the object) and the time of viewing the sample. 3. Visual recognition of shape and tactile selection. The purpose of this and the next series is to identify how an image is transferred from the visual to the tactile modality and vice versa. The figure is presented to the child visually, and he must find it in the set through tactile perception. 4. Tactile recognition and visual selection. The child perceives the initial sample tactilely, and searches for it through visual perception. Analysis of results. The percentage indicators of success and failure in recognizing the figures, as well as the time of familiarization with the figures, are calculated. The results are presented in a table (Table 4). Table 4 Correlation of visual and tactile perception of shape Success in completing the task Correct Incorrect Refusal Subject Series 1 2 3 4 1 2 3 4 1 2 3 4 Compare quantitative data from the series of the experiment, identifying age-related characteristics of shape perception. Draw conclusions about the relationship between visual and tactile perception of form; about the features of transferring an image from the visual modality to the tactile one and vice versa; analyze the nature of the mistakes made by children in the third and fourth series. Study of orientation in the size of objects (based on the construction of a serial series)6 Experimental material: 10 sticks of different lengths from 2 to 20 cm, differing from each other by 2 cm. Procedure. The study is carried out individually. 10 sticks are randomly laid out in front of the subject and asked to complete the task: “Arrange the sticks in a row so that they decrease in length.” If the subject finds it difficult, then the method of constructing a series series is explained to him: “Each time choose the longest stick from those laid out in a row.” Analysis of results. The indicators of success and failure of constructing a serial series are calculated as percentages. The task is considered completed 6 Quotes. according to Uruntaeva G.A., Afonkina Yu.A. Workshop on preschool psychology. M., 2000. 10 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency is correct if the child has not made a single mistake. The results are assessed based on the following criteria: Level I – children complete the task, comparing sticks by touching each other; Level II – children complete the task by trial (rearranging sticks); Level III – children carry out non-purposeful actions. Studying the manifestation of Charpentier illusions7 The Charpentier illusion is the illusion of heaviness (a smaller load is perceived as heavier), which arises when comparing two objects that are identical in weight and in the properties of the material from which they are made, but different in volume. Experimental material: wooden rectangular parallelepipeds. Procedure. The comparison of loads by the subjects is carried out twice: after a tactile examination of the object and without examination (the loads are not given in the hands, but are lifted by the laces attached to them). Cargo assessment is carried out with open and closed eyes. Instructions: “Tell me, are the objects the same in weight or not?” Studying the manifestation of the Müller-Lyer illusion8 The Müller-Lyer illusion is an overestimation of the length of one of two different segments located one below the other. Experimental material: table with segments (each 50 mm long), made in relief or in appliqué. For visually impaired subjects, an image with an enhanced contour can be used. Procedure. The experiment is carried out twice: with eyes open and eyes closed. The instructions emphasize the prohibition of measuring segments, including with fingers. When analyzing the results, one should take into account the fundamental identity of the psychophysiological mechanisms of perception in normal conditions and in cases of visual impairment. However, when examining people with visual impairments, it is necessary to take into account that the manifestation of illusions in them is somewhat weakened and, in terms of age, they appear somewhat later compared to those with normal vision. Attention Methodology “Arrangement of numbers” Experimental material: a form with 25 cells in which one- and two-digit numbers (from 1 to 99) are written in a random order, the sizes of which correspond to the visual capabilities of the subjects (Table 5, 6). 7 8 Litvak A.G. Workshop on typhlopsychology. M., 1989. Ibid. 11 Copyright JSC Central Design Bureau BIBKOM & LLC Kniga-Service Agency Table 5 5 19 12 33 23 20 3 56 40 82 17 77 24 10 8 9 91 71 68 14 35 87 64 1 42 Table 6 Procedure. The subject looks at a table with randomly placed numbers without making any notes on it. He must then rewrite the numbers in ascending order into the blank table below. The numbers are rewritten in order from smallest to largest. If, in the process of filling out a blank table, the subject notices a missing number, it is written in the next cell, circled and not counted as an error. Instructions: “In front of you is a form with two tables. The first table contains single and double digit numbers in random order. The cells of the second table are free. Your task is to quickly and correctly rewrite the numbers from table 1 to table 2 in ascending order, starting with the smallest number. Table 2 should be filled out line by line. You cannot make any notes in the first table. If during your work you discover that you missed a number, write it down in the next empty cell and circle it. In the allotted time, you need to correctly place as many numbers as possible. At the command “Start!” get to work on the command “Stop!” stop working and put the form aside.” Analysis of results. The main indicators of the test: the number of errors made (percentage of errors from the number of presentations) and the time to search for a number. Based on the test results, a fatigue curve can be constructed (for example, based on the number of errors made). The indicator of attention distribution (AD) is determined by the formula RD = P – B / t, where P is the total number of written (arranged) numbers; B – number of errors (missing numbers); t – time to complete the task or the time spent by the subject on completing the task if he completed it faster. 12 Copyright OJSC Central Design Bureau BIBKOM & LLC Kniga-Service Agency “Schulte Tables” Method Experimental material: five tables (Table 7-11), numbered with Roman numerals, on which numbers from 1 to 25 are arranged in random order. For For visually impaired subjects, the size of the numbers is selected taking into account visual capabilities; for the blind, the option of presentation in Braille is possible. Table 7 I 14 22 4 20 15 9 7 25 6 24 2 16 11 23 1 21 5 18 8 17 13 10 3 19 12 Table 8 II 2 17 22 10 14 13 6 18 5 23 1 25 3 12 4 8 7 15 2 4 9 20 11 19 16 21 Table 9 III 21 2 4 17 22 11 20 13 6 3 1 18 25 14 8 19 5 16 9 15 24 10 7 12 23 13 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency Table 10 IV 5 11 24 9 16 21 2 17 1 10 23 7 19 12 3 4 13 6 8 15 25 20 18 14 22 Table 11 V 3 10 24 19 2 17 6 ​​20 12 18 21 15 1 7 23 8 25 9 14 11 4 13 22 16 5 Procedure. The test subject is presented with tables one by one. The subject finds, shows and names numbers in ascending order. The test is repeated with five different tables. Instructions: the subject is offered the first table: “On this table, the numbers from 1 to 25 are not in order.” Then they close the table and continue: “Name and show all the numbers in order from 1 to 25. Try to do this as quickly as possible and without mistakes.” The table is opened and the stopwatch is turned on at the same time as the task begins. The second, third and subsequent tables are presented without instructions. Analysis of results. The main indicator is the execution time, as well as the number of errors separately for each table. Based on the results of each table, an “exhaustion (fatigue) curve” can be constructed, reflecting the stability of attention and performance over time. The methodology also allows you to calculate the following indicators:  work efficiency: ER = T1 + T2 + T3 + T4 + T5 / 5, where T1 is the time of working with the first table, T2 is the time of working with the second table, T3 is the third table, T4 is from the fourth, 14 Copyright OJSC "CDB "BIBKOM" & LLC "Agency Kniga-Service" T5 - from the fifth.  degree of workability: VR=T1 / ER; the lower the ER indicator, the higher the workability.  mental stability: PU = T4 / ER; the lower the PU indicator, the higher the mental stability of the subject. Studying the stability of attention 9 Experimental material: a sheet of paper on which 9 rows of circles are drawn (6 circles in a row), the first row is painted in 6 colors; story pictures, colored pencils, stopwatch. Procedure. The experiment is carried out individually and includes two series: 1. The child is shown pictures sequentially and the time they look at them is recorded (the time interval between the moment when the subject turned to the picture and the moment when he was distracted by the experimenter or the environment). 2. The child is asked to color the circles according to the color of the first row. The duration of activity and the duration of distractions are recorded. Analysis of results. The data of the first series is presented in a table (Table 12); The average time spent looking at pictures is calculated, which is an indicator of the stability of attention. Table 12 Features of attention stability Subject Time to look at the picture 1 2 3 4 5 Average In the second series, the average duration of activity and the average duration of distractions are calculated. The results are presented in a table (Table 13), and conclusions are drawn about individual manifestations of sustainability. Table 13 Features of attention stability Average Average Subject duration duration of activity (min) distractions (min) 9 Uruntaeva G.A., Afonkina Yu.A. Workshop on preschool psychology. M., 2000. 15 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency Memory Logically mediated memorization according to A. N. Leontiev “Word Picture” 10 Experimental material: words (game, summer, sea, forest, lunch, work, school), corresponding object images (matryoshka, sun, boat, mushroom, spoon, hammer, briefcase, additionally – star). Procedure. The formation of the child’s ideas about the relevant objects is first determined. Instructions: “For each word that I will name, you need to choose a suitable picture in order to remember it better.” If a child has difficulty choosing a picture, he is given 1-2 lesson help to explain the principle of matching a picture to a word. After each choice made, the child needs to justify it, i.e. find an associative connection. After the child makes a choice of all the words, he is asked 2-3 questions of a distracting nature, and then asked to reproduce the memorized words from the pictures. The results are analyzed based on the following criteria:  independence in choosing an associative pair;  the content of the child’s explanation of the associative pair;  accuracy of word reproduction from a reference image. The technique also allows us to identify the child’s ability to abstract. “Remember a Pair” technique: study of logical and mechanical memory by memorizing two rows of words 11 Experimental material: two rows of words. In the first row there are semantic connections between the words, in the second row they are absent (Table 14). Table 14 Stimulus material First row Second row doll - play beetle - chicken chair - egg compass - glue scissors - cut the bell - arrow horse - sleigh tit - sister book - teacher watering can - tram butterfly - fly boots - samovar brush - teeth match - decanter drum - pioneer hat - bee snow - winter fish - fire cow - drank milk - scrambled eggs 10 Ufimtseva L.P., Kuregesheva T.N. Psychodiagnostic techniques for working with primary schoolchildren with profound visual impairments // Defectology, 2002. No. 6 11 Anufriev A.F., Kostromina S.N. How to overcome difficulties in teaching children. Psychodiagnostic tables. Psychodiagnostic techniques. Corrective exercises. M., 1997. 16 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency Procedure. The experimenter reads out 10 pairs of words from the series under study (the interval between pairs is 5 seconds). After a 10-second break, the left words of the row are read (with an interval of 10 seconds), and the subject writes down the remembered words of the right half of the row. Analysis of results. The results of the experiment are recorded in the table (Table 15): Table 15 Quantitative assessment of the results of the technique Volume of logical memory Coefficient Quantity Number of semantic words of the first memorized memory row (A1) words (B1) (A1-B1) Volume of mechanical memory Coefficient Number Number of mechanical words of the second memorized memory of a series (A2) of words (B2) (A2-B2) When analyzing the results, it is necessary to note the subject’s attitude to the experiment, understanding of the task, and acceptance of help. Speech and thinking Ebbinghaus Method (filling in missing words in the text) 12 Experimental material: text with missing words (an adapted version for visually impaired children involves the use of an enlarged font, for blind children - Braille). Instructions: “Fill in the missing words.” Snow ______________________ hung low over the city. In the evening ________________ began. The snow fell heavily_________________. The cold wind howled like a wild ______. At the end of the deserted and deaf ________________, a girl suddenly appeared. She slowly and with _______________ made her way along_________________. She was thin and poorly ___________. She moved forward slowly, her felt boots flopped and _____________ she had to go. She was wearing a bad ___________________ with tight sleeves, and ______________________ on her shoulders. Suddenly the girl_____________________ and, bending down, began to do something___________ under her feet. Finally she stood up on ______________ and with her blue hands from _______________ began _________________ along the snowdrift. Procedure. The test subject needs to read the text and write only one word in each gap so that a coherent story is obtained. Analysis of results. The level of understanding of the text and the level of speech development are assessed; the subject’s reactions to the experimenter’s comments and leading questions, the ability to accept and use help; criticality Anufriev A.F., Kostromina S.N. How to overcome difficulties in teaching children. Psychodiagnostic tables. Psychodiagnostic techniques. Corrective exercises. M., 1997. 12 17 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency of the subject (the desire to compare the words that he is going to write with the rest of the text); productivity of associations. Methods for understanding stories and plot pictures13 Experimental material: the selection of pictures and stories must correspond to the age characteristics and visual capabilities of the child (visual acuity, state of color and light sensitivity, nosological affiliation). Analysis of results. The peculiarity of the retelling is analyzed, the child’s ability to highlight the main thing in the story and ignore secondary details, the ability to understand the hidden (figurative) meaning of the story. Particular attention is paid to the subject’s speech: vocabulary, pace of speech, brevity/excessive thoroughness. The technique of using plot pictures, in addition to what is indicated, reflects the subject’s course of reasoning, the ability to understand the meaning of what is happening and establish cause-and-effect relationships. The use of humorous pictures in the study allows us to identify an understanding of the meaning of the comic as a diagnostic indicator of the child’s intellectual integrity. Methodology “The fourth odd one” Experimental material 14: cards on which 4 words are depicted (written), three of which can be combined into a group according to a common characteristic:  book, briefcase, suitcase, wallet;  stove, kerosene stove, candle, electric stove;  tram, bus, tractor, trolleybus;  boat, car, motorcycle, bicycle;  river, bridge, lake, sea;  butterfly, ruler, pencil, eraser;  kind, affectionate, cheerful, angry;  grandfather, teacher, father, mother;  minute, second, hour, evening;  Vasily, Fedor, Ivanov, Semyon. Procedure. The child is asked to find the “extra” word and explain his choice. Analysis of results 15 . When conducting an experiment, you can use the following form of protocol. Protocol No.... Date Subject 13 Litvak A.G. Workshop on typhlopsychology. M., 1989. Anufriev A.F., Kostromina S.N. How to overcome difficulties in teaching children. Psychodiagnostic tables. Psychodiagnostic techniques. Corrective exercises. M., 1997. 15 Litvak A.G. Workshop on typhlopsychology. M., 1989. 14 18 Copyright JSC Central Design Bureau BIBKOM & LLC Kniga-Service Agency Card name / number Excluded item Explanation of the subject When analyzing the results, it is necessary to reflect the subject’s attitude to the experiment, attitude to incorrect answers, reactions to the experimenter’s questions . Attention is drawn not only to the items that the subject excludes, but also to the explanation for their exclusion. An important diagnostic indicator is understanding the task and accepting help; cases of correct exclusion of the subject, but lack of explanation are also highlighted; grouping objects according to situational and unimportant characteristics. Based on the data of the experimental study, a conclusion is drawn about the characteristics of the analytical-synthetic activity of the subject, the ability to find a generalizing concept and exclude one. Elimination of an extra item16 Experimental material. The technique includes three tasks, for which you need:  four large and one small buttons of the same thickness and texture; five planar images (fish) in the form of appliqués of the same size and shape, made of two types of paper (four fish from fine-grained, one from coarse-grained):  five geometric figures depicted in relief (large and small circle);  large and small oval, differently located in space - horizontally and vertically; one rectangle located horizontally). Procedure: the subject needs to find an extra object by touch. The results are analyzed based on the following criteria: whether the child completed the task independently or required the help of an adult; what type of help did the child need most (stimulating, organizing, teaching); how you received help and how effective it was in achieving results. The technique also allows us to draw a conclusion about the formation of a number of logical operations (analysis, comparison, generalization). Imagination17 Inkblot method Experimental material: indeterminate stain shape. An adapted version of the technique for visually impaired subjects includes 16 Ufimtseva L.P., Kuregesheva T.N. Psychodiagnostic techniques for working with primary schoolchildren with profound visual impairments // Defectology, 2002. No. 6. 17 Litvak A.G. Workshop on typhlopsychology. M., 1989. 19 Copyright JSC Central Design Bureau BIBKOM & LLC Kniga-Service Agency use of large-sized images with rich tonality. For totally blind subjects, spots made in relief, three-dimensional test objects made of plaster or wood, and indeterminate shapes (three-dimensional apperception test) can be used. Procedure. The spot is presented to the subject, who must give as many interpretations as possible (i.e., say what the spot or its parts look like). During the experiment, the subject can freely rotate the sheet and examine the spot in any position. There is no time limit for examining the spot. Analysis of results. The number of responses of each subject is estimated, because the level of development of imagination correlates with the activity and speed of association with certain objects. The nature of localization is of important diagnostic importance, i.e. interpretation of the whole spot or its individual part. Answers of the latter kind indicate greater power of imagination. Attention is drawn to the static or dynamic nature of the images that arose in the process of interpretation. The introduction of elements of movement and dynamics testifies to the liveliness and brightness of fantasy images. The test subjects' answers should also be assessed in terms of their originality, i.e. how rarely or often similar answers occur in others. Frequently occurring answers are classified as popular and indicate the stereotyped nature of the subject’s imagination. When working with preschool children, one should avoid suggesting certain answers; therefore, it is recommended to conduct the experiment in the form of a “Look and Guess” game. Method for completing the drawing of geometric shapes Experimental material: image of a geometric shape (circle, square, triangle). For children with profound visual impairments, a relief image of a geometric figure is offered; drawing is replaced by speaking out possible associations. Procedure: the subject needs to complete the drawing of the figure to the object image. During the work process, the time during which the subject completes the task is taken into account. When performing the task orally, the test subject's answers are strictly recorded, and the geometric figure is determined. Analysis of results. The number of drawings (associations) made by the subject as a whole and on the basis of each individual figure is subject to assessment. An important indicator is the originality of the drawing, i.e. its unusualness, dissimilarity, which testifies to the power of creative imagination. On the contrary, popular drawings indicate a poverty of imagination. Thus, an image of a house based on a triangle or a sun based on a circle can be considered popular and indicates a low level of development of imagination, but in the absence of other associations. Research methodology for recreating imagination (illustrating scenes from literary works) 20 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency Analysis of the results. The accuracy of the depiction of the characteristics of the characters in the work and the correctness of the reflection of the semantic relationships between them are assessed. The recreation of the environment in a particular scene is taken into account; the nature of the introductions, i.e. inclusion of details not described in the text, but quite acceptable, which reflect the power and richness of the recreating imagination. The lack of graphic skills of the subjects can be compensated for during the conversation, during which it becomes clear what the subject wanted to depict and what he failed to do. Modified version for blind children: model illustration, i.e. recreating a scene from a proposed set of toys (animals, trees, other objects). The analysis takes into account not only the nature of the arrangement of figures and the subject design of the scene, but also the adequacy of the choice of individual characters from the proposed set. Particular attention is paid to conversation after finishing work. Methods for studying verbal imagination: Three-word method - the subject is offered a set of three words (for example, rain, field, earth), from which, in a certain amount of time (5, 10, 15 minutes), it is necessary to compose as many phrases as possible (all words must be listed in each phrase). Analysis of the results includes an assessment of the originality of phrases using a five-point system: 5 – witty, original combination; 4 – correct, logical combination of words; 3 – perhaps this is possible; 2 – two words are connected, and the third is not logical; 1 is a meaningless combination of words. The method of functional associations is to come up with as many ways as possible to use various objects - a key, a ruler, glasses, a watch. A qualitative analysis of the results of an experimental study of the characteristics of the imagination of persons with visual impairments should reflect the attitude of the subject to the examination procedure (interest, indifference, anxiety), his statements during the task. Studying imagination in verbal creativity 18 Experimental material: the beginning of a fairy tale about a bunny is first invented. Procedure. The experiment is carried out individually and includes 4 series: 1. The subject is asked to come up with a fairy tale at the beginning (about a bunny). 2. The subject is asked to come up with a fairy tale on the topic (about the adventures of a little puppy). 3. The subject is asked to come up with a fairy tale with the title: “Inseparable Friends.” 4. The subject is asked to come up with a fairy tale on a free theme. The series are held at intervals of several days. 18 Uruntaeva G.A., Afonkina Yu.A. Workshop on preschool psychology. M., 2000. 21 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency Analysis of results. The protocol data is presented in a table (Table 16-18) for each series separately. Table 16 Composition of fairy tales Test subject Beginning Commencement Development of the plot Climax Denouement Ending Table 17 Structural features of fairy tales Test subject everyday Plot adventure fairy-tale Main secondary characters Table 18 Speech features of fairy tales Test subject Description of the situation, characters Dialogues Direct speech Indirect speech Use of figurative expressions Peculiarities of children's speech development are noted and determined sources of imagination (familiar fairy tales, personal experience, etc. ), as well as image-building operations used by children. The analysis of each fairy tale is carried out on the basis of the following indicators: 1. The presence of a plot, the concept of the fairy tale, its correspondence to its title, plan or picture, and characters. 2. The nature of processing and transformation of images of perception and memory, features of their combination when recreating images and figurative situations. 3. Completeness and detail of presentation. 4. The number of images and figurative situations recreated and created. 5. The emotional richness of the content of the tale. 6. Verbal designation of the external appearance of the characters, the setting, the circumstances of the actions. Psychological and pedagogical diagnostics of the emotional-volitional and personal spheres of persons with visual impairments Studying the awareness of one’s emotions 19 Experimental material. Questions for conversation: What do you love? What don't you like? When do you have fun? What do you do when you're having fun? When you are sad? What do you do when you're sad? When are you happy? What do you do when you're happy? When are you scared? What do you do when you're scared? 19 Uruntaeva G.A., Afonkina Yu.A. Workshop on preschool psychology. M., 2000. 22 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency Procedure. A conversation is held on issues. Analysis of results. Children's explanations are analyzed according to a scheme, determining what they understand by this or that emotional experience and how fully they understand them. 1. Situations, objects and actions that cause children’s experiences:  natural phenomena (“I love it when it’s warm”, etc.);  items that satisfy utilitarian needs (“I love ice cream”, etc.);  relationships with adults and peers (“I love it when my mother is with me”, etc.);  violation or compliance with rules of conduct and moral standards; (I don’t like it when children fight”, etc.);  situations from films, books (“I’m Afraid of the Monster”, etc.);  activities or actions that the child himself performs (“I like to play”, etc.);  undifferentiated idea of ​​emotion (“I love when I love”, etc.). 2. Actions that the child associates with a certain emotion:  adequacy of actions to the experience (“When I’m sad, I cry”);  discrepancy between the indicated actions and emotions, naming the same actions as corresponding to different experiences (“When I’m happy, I walk. When I’m sad, I walk”, etc.);  inability to establish the relationship between action and emotion. 3. Detail of answers as an indicator of the degree of awareness of the experience:  the answer is short (“I love to eat everything”, etc. );  the answer is short, but becomes more detailed with additional questions from the adult;  the answer is extensive and detailed. It is analyzed what more often causes positive emotions, negative ones, what causes fears, etc. A conclusion is drawn about which emotions children are better aware of (at different age periods). Methodology for identifying children's fears “Fears in houses” 20 Experimental material. Two houses (on one or two sheets): black and red. Procedure. The test subject is asked to place the fears from the list into the houses (adults name the fears one by one). You need to write down the fears that the child brought into the black house, i.e. admitted that he was afraid of it. You can ask older children: “Tell me, are you afraid or not afraid...”. The conversation should be conducted slowly and thoroughly, listing fears and expecting the answer “yes” - “no” or “I’m afraid” - “I’m not afraid.” Repeat the question about 20 Panfilova M. A. Game therapy of communication: tests and correctional games. A practical guide for psychologists, teachers, parents. – M.: Publishing House “GNOMi D”, 2002 23 Copyright OJSC Central Design Bureau BIBKOM & LLC Kniga-Service Agency Whether a child is afraid or not is only necessary from time to time. This avoids inducing fears and their involuntary suggestion. When stereotypically denying all fears, they are asked to give detailed answers like “I’m not afraid of the dark,” and not “no” or “yes.” The adult asking the questions sits next to, not opposite, the child, not forgetting to periodically encourage and praise him for telling it like it is. It is better for an adult to list fears from memory, only occasionally looking at the list, rather than reading it out. After completing the task, the child is asked to lock the black house (draw it), and throw away the key or lose it. This act calms actualized fears. Instructions for the child: “Terrible fears live in the black house, but not terrible ones live in the red house. Help me distribute the fears from the list into houses.” Are you afraid: 1) when you are alone; 2) attacks; 3) get sick, become infected; 4) die; 5) the fact that your parents will die; 6) some children; 7) some people; 8) moms or dads; 9) that they will punish you; 10) Baba Yaga, Koshchei the Immortal, Barmaley, Snake Gorynych, monsters. (For schoolchildren, fears of invisible people, skeletons, the Black Hand, the Queen of Spades are added to this list - the whole group of these fears is designated as fears of fairy-tale characters); 11) before falling asleep; 12) scary dreams (which ones); 13) darkness; 14) wolf, bear, dogs, spiders, snakes (animal fears); 15) cars, trains, planes (fears of transport); 16) storms, hurricanes, floods, earthquakes (fears of the elements); 17) when very high (fear of heights); 18) when it is very deep (fear of depth); 19) in a cramped small room, room, toilet, crowded bus, subway (fear of closed spaces); 20) water; 21) fire; 22) fire; 23) wars; 24) large streets, squares; 25) doctors (except dentists); 26) blood (when blood flows); 27) injections; 28) pain (when it hurts); 24 Copyright JSC "CDB "BIBKOM" & LLC "Agency Kniga-Service" 29) unexpected, sharp sounds, when something suddenly falls, knocks (you are afraid, you flinch); 30) do something wrong, wrong (bad - for preschoolers); 31) be late for kindergarten (school). Analysis of the results: the experimenter counts the fears in the black house. The child’s cumulative responses are combined into several groups according to types of fears. If the child gives an affirmative answer in three out of four to five cases, then this type of fear is diagnosed as present. All of the above fears can be divided into several groups:  medical fears – pain, injections, doctors, illness;  fears associated with causing physical damage - transport, unexpected sounds, fire, war, elements;  fear of death (one's own);  fear of animals;  fears of fairy-tale characters;  fear of the dark and nightmares;  socially mediated fears – of people, children, punishment, being late, loneliness;  spatial fears – heights, depths, closed spaces; The presence of a large number of different fears in a child is an indicator of a pre-neurotic state. Studying social emotions 21 Experimental material: list of questions. Procedure. First episode. The experimenter asks the subject questions: 1. Is it possible to laugh if your friend has fallen? Why? 2. Is it possible to offend animals? Why? 3. Should I share toys with other children? Why? 4. If you broke a toy and the teacher thought of another child, should you say that it was your fault? Why? 5. Is it possible to make noise when others are resting? Why? 6. Is it okay to fight if another child takes your toy? Why? Second series. The subject is asked to complete several situations: 1. Masha and Sveta were putting away the toys. Masha quickly put the cubes into a box. The teacher told her: “Masha, you have done your part of the work. If you want, go play or help Sveta finish cleaning.” Masha answered... What did Masha answer? Why? 2. Petya brought a new toy to kindergarten - a dump truck. All the children wanted to play with this toy. Suddenly Seryozha approached Petya, snatched the car and began to play with it. Then Petya... What did Petya do? Why? 3. Katya and Vera played tag. Katya ran away, and Vera caught up. Suddenly Katya fell... Then Vera... What did Vera do? Why? 21 Uruntaeva G.A., Afonkina Yu.A. Workshop on preschool psychology. M., 2000. 25 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency 4. Tanya and Olya played “mother and daughter”. A little boy came up to them and asked: “I want to play too.” “We won’t take you, you’re still small,” Olya answered. And Tanya said... What Tanya said. Why? 5. Kolya played “horses”. N ran and shouted: “But, but, but!” In another room, his mother was putting his little sister Sveta to bed. The girl could not sleep and cried. Then mom went up to Kolya and said: “Kolya, don’t make noise, please, Sveta just can’t sleep.” Kolya answered her... What did Kolya answer? Why? 6. Tanya and Misha were drawing, the teacher came up to them and said: “Well done, Tanya. Your drawing turned out very good.” Misha also looked at Tanya’s drawing and said... What did Misha say? Why? 7. Sasha was walking near the house. Suddenly he saw a small kitten, who was trembling from the cold and meowing pitifully. Then Sasha... What did Sasha do? Why? The analysis of the results is carried out according to the following scheme: 1. How the child treats his peers (indifferent, even, negative), whether he gives preference to someone and why. 2. Does he provide help to another, for what reason (at his own request, at the request of a peer, at the suggestion of an adult); how he does it (willingly, effective help: reluctantly, formally; begins to help with enthusiasm, but it quickly gets boring, etc.). 3. Does he show a sense of duty towards peers, younger children, animals, adults, how is it expressed and in what situations. 4. Does he notice the emotional state of another, in what situations. How does he react to this? 5. Does he show concern for peers, younger children, animals and how (constantly; from time to time, occasionally); what motivates him to care about others; what actions show concern. 6. How he reacts to the success and failures of others (indifferent, reacts adequately, reacts inappropriately - envies the success of another, rejoices at his failure). When processing the results of the series, special attention is paid not only to the correctness of the child’s answer, but also to his motivation. The results of the first and second series are compared. A conclusion is drawn about the formation of social emotions and their influence on the behavior of children of different ages. Study of the formation of the image of “I” and self-esteem 22 Experimental material. A list of questions that help to find out the child’s attitude to the attractive and unattractive individual psychological qualities of a person and his attitude towards himself, for example: 1. Imagine a person who you like so much that you would like to be like him, would like to be like him. What kind of person is this? What kind of person would you like to be? Who would you like to be like? 2. Imagine a person who you dislike so much that you would never want to be like him. I wouldn't want to be like him. What kind of person is this? What kind of person would you like to be? Who would you like to be like? 22 Quoted. according to Uruntaeva G. A., Afonkina Yu.A. Workshop on preschool psychology. M., 2000. 26 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency 3. What can you tell about yourself? What are you like? Draw a scale with divisions from -10 to +10 (the center is marked “0”), select a chip. Procedure. The study is carried out in two series: First series. Conversation on issues. Second series. The child is presented with a scale with the characteristics named by the children in answers to the questions, as well as a standard set of antonyms (“good – bad”, “kind – evil”, “smart – stupid”, “strong – weak”, etc.). The experimenter gives the following instructions: “On this scale are all the people in the world: from the kindest to the most evil (the display is accompanied by the movement of the hand along the scale from bottom to top of the scale). At the very top are all the kindest people in the world, at the very bottom are the most evil, in the middle are the average. Where are you among all these people? Mark your place with a chip.” After the child has made a choice. They ask him: “Are you really like this or would you like to be like this? Mark what you really are and what you would like to be?” Ideal and real self-assessments are made several times based on different individual psychological qualities. Analysis of results. Based on the results of the conversation, the presence and nature of the child’s ideas about himself, his value judgments and passions are revealed. Based on the results obtained in the second series of the experiment, they compare how many children have the highest possible self-esteem and how many have differentiated self-esteem (difference between estimates in ideal and real terms); the results are presented in a table (Table 19). Table 19 Features of the image of “I” Content of the child’s ideas about himself Time Contentful implementation Refusal “I am a “Self-critical” idea of ​​the experiment is good” to himself Summarizing the children’s answers in the first and second series, it becomes clear that the subjects’ image of “I” is formed (a high level is characterized by a combination differentiated self-esteem when distinguishing between real and ideal plans with a meaningful story about oneself). “Self-assessment of personal qualities” 23 Instructions: “On the form in column No. 2, 20 different personal qualities are listed. In column No. 1 (N) you need to rank personal qualities depending on how they appeal to you (20 - the highest 23 Litvak A.G. Workshop on typhlopsychology. M., 1989. 27 Copyright JSC Central Design Bureau BIBKOM & LLC “Book-Service Agency” score, 1 – lowest), then in column No. 3 (N1) rank these qualities in relation to yourself.” Form 1 category N Personal qualities N1 d d² 1 2 3 4 5 Compliance Courage Hot tempered Perseverance Nervousness Patience Passionateness Passivity Coldness Enthusiasm Caution Capriciousness Slowness Indecision Energetic Cheerfulness Suspiciousness Stubbornness Carelessness Shyness Σ d² Processing and interpretation of results. It is necessary to determine the difference between the desired and actual level of each personal quality (d = N - N1) - column No. 4, then square it (column No. 5). After this, the sum of squares (Σ d²) is calculated and the correlation coefficient is determined using the formula R = 1 - 0.00075 · Σ d². The closer the coefficient is to 1 (0.7 - 1), the higher the self-esteem and vice versa. A coefficient of 0.4 - 0.6 indicates adequate self-esteem. “Diagnostics of the level of aspirations” (modified version of F. Hoppe’s technique)24 Experimental material. The subject receives 12 cards with tasks of varying degrees of difficulty, arranged in ascending order of numbers (Table 20). The complexity of the task corresponds to the size of the serial number that the test taker sees (the task is on the back of the card). 24 Litvak A.G. Workshop on typhlopsychology. M., 1989. 28 Copyright JSC Central Design Bureau BIBKOM & LLC Kniga-Service Agency 1 2 3 4 5 6 7 8 9 10 11 12 Table 20 Tasks for the method “Diagnostics of the level of aspirations” Write / say three words starting with the letter “N” Write/name four fruits starting with the letter “A” Write/name six names starting with the letter “P” Write/name six states starting with the letter “I” Write/name ten plants starting with the letter “P” Write/name twenty cities starting with the letter “S” Write/name all continents starting with the letter “A” Write/name five states starting with the letter “M” Write/name five films starting with the letter “M” Write/name the names of five famous film actors starting with the letter “L” Write/name surnames of five Russian writers starting with the letter “R” Write/say the surnames of five Russian artists starting with the letter “K” Instructions: “In front of you are cards with a task written on the back. The numbers indicate their degree of difficulty. A certain amount of time, unknown to you, is allotted to solve the task. If you do not meet the given time, the task is considered uncompleted. You choose the task for yourself.” Analysis and interpretation of results. During the experiment, the researcher can arbitrarily increase or decrease the time allotted for completing the task, thereby arbitrarily assessing the performance as correct or incorrect. It is advisable to limit the number of elections to five. When assessing the results, the number of points corresponding to the serial number of the task is taken into account. The total number of points scored is used to assess the level of aspirations. The technique also allows you to calculate the average value of shifts after a successful or unsuccessful decision. Methodology for differential diagnosis of depressive states V. Zunge25 Experimental material: questionnaire, including 20 statements. For the visually impaired, the text of the questionnaire is adapted in accordance with their visual capabilities; for the totally blind, a version in Braille is provided. Procedure: the subject needs to assess his condition using a rating scale (from “never/occasionally” to “almost always/constantly”). The subject marks the answers on the form. A complete examination with results processing takes 20-30 minutes. Instructions: “Read each of the sentences below carefully and cross out the appropriate number on the right depending on how you have been feeling lately. Don't overthink the questions because there are no right or wrong answers. 25 F4etiskin N.P. Socio-psychological diagnostics of personality development and small groups. M., 2002. 29 Copyright JSC Central Design Bureau BIBKOM & LLC Kniga-Service Agency Answers: 1 – never or occasionally, 2 – sometimes, 3 – often, 4 – almost always or constantly. Questionnaire form 1– 4– never 2– 3– almost or sometimes often always or occasionally all the time 1 I feel depressed 2 I feel best in the morning 3 I have periods of crying or close to tears 5 I have poor sleep at night 6 I have no appetite no worse than usual 7 I enjoy looking at attractive women (men), talking to them, being around them 8 I notice that I am losing weight 9 I am worried about constipation 10 My heart beats faster than usual 11 I get tired for no reason 12 I think just as clearly , as always 13 It’s easy for me to do what I know how to do 14 I feel restless and can’t sit still 15 I have hopes for the future 16 I’m more irritable than usual 17 It’s easy for me to make decisions 18 I feel useful and needed 19 I live a fairly full life 20 I feel that other people will feel better if I die I am still happy with what has always pleased me Analysis and processing of results is carried out in accordance with the key. The level of depression (LD) is calculated using the formula: LD = Σpr. + Σrev., where Σrev. – the sum of crossed out numbers to “direct” statements No. 1, 3, 4, 7, 8, 9, 10, 13, 15, 19, and Σobr. – the sum of the numbers “reverse” to crossed out statements No. 2, 5, 6, 11, 12, 14, 16, 17, 18, 20. For example, if statement No. 1 has the number 1 crossed out, then the answer is awarded 1 point (if the number 2 – 2 points, number 3 – 3 points, number 4 – 4 points 30 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency, respectively). However, the crossed out number 1 in statement No. 2 will receive 4 points (number 2 - 3 points, number 3 - 2 points, number 4 - 1 point, respectively). As a result of processing the results of the methodology, a UD is obtained, which ranges from 20 to 80 points. If the LOD is no more than 50 points, then a state without depression is diagnosed. If the LOD is from 51 to 59 points, a conclusion is made about mild depression of a situational or neurotic nature. When the LOD score is from 60 to 69 points, a subdepressive state or masked depression is diagnosed. When the UD is more than 70 points, a true depressive state is diagnosed. Method of rapid diagnosis of neurosis by K. Heck and H. Hess26 Experimental material: a standardized questionnaire intended for examining persons from 16 to 60 years old. The questionnaire consists of 40 statements to which the subject must answer “yes” or “no.” For the visually impaired, the text of the questionnaire is adapted in accordance with their visual capabilities; for the totally blind, a version in Braille is provided. Procedure. Instructions: You are presented with a list of statements. For each statement, answer “yes” if you agree with it (you consider it true for yourself) or “no” if you disagree with it. Text of the questionnaire: 1. I feel that I am internally tense (a). 2. I am often so immersed in something that I cannot fall asleep. 3. I feel easily vulnerable (oops). 4. It is difficult for me to talk to strangers. 5. I often feel indifferent and tired for no particular reason. 6. I often have the feeling that people are looking at me critically. 7. I am often haunted by useless thoughts that do not leave my head, although I try to get rid of them. 8. I'm quite nervous. 9. It seems to me that no one understands me. 10. I'm quite irritable. 11. If people weren’t against me, my affairs would be more successful. 12. I take troubles too close to my heart and for too long. 13. Even the thought of possible failure worries me. 14. I have had very strange and unusual experiences. 15. I am either happy or sad for no apparent reason. 16. Throughout the day I dream and fantasize more than necessary. 17. My mood changes easily. 18. I often fight with myself not to show my shyness. 19. I would like to be as happy as other people seem. 20. Sometimes I shake or experience chills. 26 Practical psychodiagnostics. Methods and tests / ed. D.Ya. Raigorodsky. Samara, 2001. 31 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency 21. My mood often changes depending on a serious reason or without it. 22. I sometimes experience a feeling of fear even in the absence of real danger. 23. Criticism or reprimand really hurts me. 24. At times I get so restless (yna) that I can’t even sit in one place. 25. I sometimes worry too much about small things. 26. I often feel dissatisfied. 27. I have difficulty concentrating when performing any task or work. 28. I do a lot of things that I have to repent of. 29. For the most part I am unhappy. 30. I am not confident enough in myself. 31. Sometimes I seem really worthless (oops). 32. Often I just feel bad. 33. I delve into myself a lot. 34. I suffer from feelings of inferiority. 35. Sometimes everything hurts. 36. I sometimes feel depressed. 37. I have something with my nerves. 38. It is difficult for me to carry on a conversation when meeting people. 39. The hardest struggle for me is the struggle with myself. 40. I sometimes feel that difficulties are great and insurmountable. Analysis and processing of results. The number of affirmative answers is counted: if more than 24 points are received, this indicates a high probability of neurosis. In general, the technique provides only preliminary and generalized information. Final conclusions can be drawn only after a more thorough examination. Neuropsychic stress scale 27 Experimental material: a questionnaire including a list of signs of neuropsychic stress, containing 30 main characteristics of this condition, divided into three degrees of severity (weak, moderate, excessive). The technique is intended for people over 18 years of age without restrictions on educational, social and professional grounds. For the visually impaired, the text of the questionnaire is adapted in accordance with their visual capabilities; for the totally blind, a version in Braille is provided. Instructions: “Assess your condition. To do this, check the boxes that correspond to the signs that you have been experiencing recently. Moreover, in each block of signs, where 3 variants of manifestation are indicated 27 Istratova, O.N. Psychodiagnostics. Collection of the best tests / O.N. Istratova, T.V. Exacousto. Rostov n/d., 2006. 32 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency attribute, there can be only one tick. Blocks should not be skipped." Questionnaire text: 1. Presence of physical discomfort 1) Complete absence of any unpleasant physical sensations. 2) There are minor discomforts that do not interfere with work. 3) The presence of a large number of unpleasant physical sensations that seriously interfere with work. 2. Presence of pain 1) Complete absence of any pain. 2) Painful sensations appear periodically, but quickly disappear and do not interfere with work. 3) There are constant pain sensations that significantly interfere with work. 3. Temperature sensations 1) Absence of any changes in the sensation of body temperature. 2) Feeling of warmth, increased body temperature. 3) Feeling of coldness of the body, limbs, “chills”. 4. State of muscle tone 1) Normal, unchanged muscle tone. 2) Moderate increase in muscle tone, feeling of some muscle tension. 3) Significant muscle tension, twitching of individual muscles of the face, arms, tics, tremor (shaking). 5. Coordination of movements 1) Normal, unchanged coordination of movements. 2) Increased accuracy, dexterity, coordination of movements during work and writing. 3) Deterioration in the accuracy of movements, loss of coordination, deterioration in handwriting, difficulties in performing small movements that require high precision. 6. State of motor activity in general 1) Normal, unchanged motor activity. 2) Increased motor activity, increased speed and energy of movements. 3) A sharp increase in motor activity, inability to sit in one place; fussiness, constant desire to walk, change body position. 7. Sensations from the cardiovascular system 1) Absence of any unpleasant sensations from the heart. 2) A feeling of increased cardiac activity that does not interfere with work. 3) The presence of unpleasant sensations from the heart, a sharp increase in heart rate, a feeling of compression in the heart area, tingling, pain in the heart. 8. Manifestations (sensations) from the gastrointestinal tract 1) Absence of any unpleasant sensations in the abdomen. 33 Copyright OJSC "CDB "BIBKOM" & LLC "Agency Kniga-Service" 2) The appearance of isolated, quickly passing and not interfering with the work of sensations from the digestive organs - suction in the epigastric region, a feeling of slight hunger, periodic moderate "rumbling in the stomach." 3) Severe discomfort in the abdominal area - pain, loss of appetite, nausea, feeling of thirst. 9. Manifestations from the respiratory system 1) Absence of any sensations. 2) Increased depth and increased breathing without interfering with work. 3) Significant changes in breathing - shortness of breath, a feeling of insufficient inhalation, a “lump” in the throat. 10. Manifestations from the excretory system 1) Absence of any changes. 2) Moderate activation of the excretory function - a slightly more frequent desire to use the toilet while fully maintaining the ability to abstain (tolerate). 3) A sharp increase in the desire to use the toilet or the inability to abstain, the presence of a strong urge to urinate, etc. 11. State of sweating 1) Normal state of sweating, without any changes. 2) Moderate increase in sweating. 3) The appearance of profuse cold, drenching sweat. 12. Condition of the oral mucosa 1) Normal condition, without any changes. 2) Moderate increase in salivation. 3) Feeling of dry mouth. 13. Coloring of the skin 1) Regular coloring of the skin of the face, neck, hands. 2) Redness of the skin of the face, neck, hands. 3) Pallor of the skin of the face, neck, hands, appearance of a marbled (spotty) shade on the skin of the hands. 14. Receptivity, sensitivity to external stimuli 1) Absence of any changes, normal sensitivity. 2) Moderate increase in sensitivity to external stimuli, which does not interfere with basic work. 3) A sharp increase in sensitivity, distractibility, fixation on extraneous stimuli. 15. Feeling of self-confidence, in one’s abilities 1) The usual, unchanged feeling of confidence in one’s strengths, in one’s abilities. 2) Increased sense of self-confidence, confidence in success. 3) Feeling of self-doubt, expectation of failure, failure. 16. Mood 1) Normal, unchanged mood. 2) Elevated, heightened mood, a feeling of elation, pleasant satisfaction with activity, work. 34 Copyright OJSC Central Design Bureau BIBKOM & LLC Book-Service Agency 3) Low mood, feeling of depression. 17. Features of sleep 1) Normal, ordinary sleep without any changes compared to the previous period of time. 2) A good, full, strong, refreshing sleep the night before. 3) Restless sleep, with frequent awakenings and dreams, for several previous nights, including the night before. 18. Features of the emotional state in general 1) Absence of any changes in the sphere of emotions and feelings. 2) A feeling of concern, increased responsibility for the work being performed, the appearance of “excitement”, a positively colored “anger”. 3) Feelings of despair, fear, panic. 19. Noise immunity 1) Normal condition, without any changes. 2) Increased stability in work, the ability to work in conditions of noise, other interference and distracting stimuli. 3) Significant decrease in noise immunity, inability to work with distracting stimuli. 20. Features of speech 1) Normal, unchanged speech. 2) Increasing speech activity, increasing voice volume and speeding up speech without deteriorating its quality characteristics (literacy, logic). 3) Speech disorders - the appearance of too long pauses, hesitations, stuttering, an increase in the number of unnecessary words, a voice that is too quiet. 21. General assessment of mental state 1) Normal, unchanged state. 2) A feeling of composure, increased readiness for work, mobilization, increased mental and moral strength, high mental tone. 3) Feeling of fatigue, lack of concentration, confusion, apathy, decreased mental tone. 22. Features of memory 1) Normal, unmodified memory. 2) Improved memory - you can easily remember what needs to be remembered at the moment. 3) Memory impairment. 23. Features of attention 1) Normal attention, without any changes. 2) Improving the ability to concentrate, distracting from extraneous matters. 3) Deterioration of attention, lack of composure, inability to concentrate on a task, confusion, distractibility. 24. Intelligence 1) Normal intelligence, without any changes. 2) Increased intelligence, resourcefulness. 3) Deterioration of intelligence, confusion. 35 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency 25. Mental performance 1) Normal, unchanged mental performance. 2) Increased mental performance. 3) Significant decrease in mental performance, rapid mental fatigue. 26. The phenomenon of mental discomfort 1) The absence of any unpleasant sensations and experiences from the mental sphere as a whole. 2) Single, weakly expressed and not interfering with work changes in mental activity, or, on the contrary, a feeling of mental comfort, pleasant experiences and sensations. 3) Sharply expressed, numerous and seriously interfering with mental disorders. 27. Prevalence of signs of stress 1) Single and weak signs that should not be paid attention to. 2) Clearly expressed signs of tension, which not only do not interfere with activity, but, on the contrary, contribute to its success and productivity. 3) A large number of various unpleasant manifestations of tension that interfere with work and are observed in many parts of the body, respiratory organs and systems. 28. Estimation of the frequency of occurrence of tension 1) Tension almost never develops. 2) Tension develops only in the presence of really difficult situations. 3) Tension develops frequently and often without sufficient reasons. 29. Assessing the duration of a state of tension 1) Very short-term, no more than a few minutes, quickly disappears, even before the difficult situation has passed. 2) Continues throughout the entire time of being in a difficult situation and performing the necessary work, but stops soon after its completion. 3) A long duration of a state of tension that does not stop for a long time after a difficult situation has passed. 30. General assessment of the severity of tension 1) Complete absence or very weak tension. 2) Moderately expressed tension. 3) Sharply expressed, excessive tension. Analysis and interpretation of results. After filling out the form, the points scored by the test taker are calculated by summing them up. In this case, for choosing the first answer option, 1 point is awarded, for the second option - 2 points, for the third option - 3 points. The minimum number of points that a subject can score is 30, and the maximum is 90. The range of weak neuropsychic stress is in the range from 30 to 50 points, moderate - from 51 to 70 points and excessive - from 71 to 90 points. 36 Copyright JSC Central Design Bureau BIBKOM & LLC Kniga-Service Agency Weak neuropsychic tension is characterized by a slightly expressed (or not expressed at all) state of discomfort, mental activity adequate to the situation, readiness to act in accordance with the conditions of the situation. Moderate neuropsychic tension is characterized by a pronounced state of discomfort, the presence of anxiety, and a readiness to act in accordance with the conditions of the situation, which may indicate the significance of situational conditions and a high degree of motivation of the subject. Excessive neuropsychic tension is characterized by the presence of severe discomfort, anxiety, the experience of fear, readiness to master the situation (however, often the inability to realize this readiness), which, most likely, may be a consequence of the presence of frustrations and conflicts in the sphere of significant personal relationships. Method of self-assessment of mental states by G. Eysenck28 Stimulus material. The self-assessment questionnaire for mental states is designed to diagnose the level of severity of such states as anxiety, frustration, aggressiveness, and rigidity. The questionnaire is a list of 40 statements that the subject must evaluate about himself on a trichotomous scale (answer options: “suitable”, “suitable, but not very suitable”, “not suitable”). In this case, the statements are grouped into 4 scales: anxiety, frustration, aggressiveness, rigidity. The results are processed by calculating the sum of points on each scale. The result obtained indicates the level of severity of the identified four conditions. For the visually impaired, the text of the questionnaire is adapted in accordance with their visual capabilities; for the totally blind, a version in Braille is provided. Instructions: “We offer you a description of various mental states. If this condition suits you very well, then the answer is given 2 points; if it fits, but not very well, then 1 point; if it doesn’t fit at all, then 0 points.” Questionnaire form No. 1 2 3 4 5 6 7 8 9 28 Mental states I don’t feel confident in myself I often blush over trifles My sleep is restless I easily become despondent I worry about only imagined troubles I’m frightened by difficulties I like to delve into my shortcomings I’m easy to convince I am suspicious Suitable Suitable, but not very Not suitable 2 1 0 2 2 2 1 1 1 0 0 0 2 1 0 2 1 0 2 1 0 2 2 1 1 0 0 Workshop on developmental psychology / ed. L.A. Golovey, E.F. Rybalko. St. Petersburg, 2005. 37 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 With difficulty I endure the waiting time Often situations seem hopeless to me, from which I can find a way out Troubles upset me greatly, I lose heart When there are big troubles, I tend to blame myself without sufficient grounds Misfortunes and failures do not teach me anything I often give up the struggle, considering it fruitless I often I feel defenseless Sometimes I have a state of despair I feel confused in the face of difficulties In difficult moments of life, sometimes I behave childishly, I want to be pitied I consider my character flaws to be incorrigible I reserve the last word I often interrupt my interlocutor in a conversation I am easily angered I like to make comments to others I want to be an authority for others I am not content with little, I want the most When I get angry, I can’t control myself well I prefer to lead rather than subordinate I have sharp, rude gestures I am vindictive It is difficult for me to change habits I do not easily switch attention I am very wary of everything new It is difficult to convince me I can’t get out of my head thoughts that I should get rid of I don’t get close to people easily 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 2 2 1 1 1 0 0 0 2 1 0 2 1 0 2 1 0 2 1 0 38 Copyright JSC “CDB “BIBKOM” & LLC “Agency Kniga-Service” 37 38 39 40 Even minor violations of the plan upset me I often show stubbornness I am reluctant to take risks I am acutely worried about deviations from my accepted regime 2 1 0 2 2 1 1 0 0 2 1 0 Analysis and interpretation of results. The sum of points is calculated for each of four groups of questions: I. anxiety - questions No. 1-10; II. frustration - questions No. 11-20; III. aggressiveness - questions No. 21-30; IV. rigidity - questions No. 31-40. Values ​​of points scored by groups of questions: I. anxiety: 0-7 points – absence of anxiety; 8-14 points – average (acceptable) level of anxiety; 15-20 points – high level of anxiety. II. frustration: 0-7 points – high self-esteem, a person is resistant to failure and is not afraid of difficulties; 8-14 points – average level of frustration; 15-20 points – low self-esteem, a person avoids difficulties, is afraid of failure, is frustrated. III. Aggressiveness: 0-7 points – calm, self-possessed person; 8-14 points – average level of aggressiveness; 15-20 points – an aggressive, short-tempered person who has difficulty working with people. IV. Rigidity: 0-7 points – no rigidity, easy switchability; 8-14 points – average level of rigidity; 15-20 points – very pronounced rigidity, unchanging behavior, beliefs, views, even if they diverge and do not correspond to the real situation; changing jobs or changes in the family are contraindicated for the person. J. Taylor Anxiety Scale 29 Stimulus material. The questionnaire consists of 50 statements to which the subject must answer “yes” or “no.” For ease of use, each statement is presented on a separate card. The subject puts cards to the right and left, depending on whether he agrees or disagrees with the statements contained in them. 29 Workshop on developmental psychology / ed. L.A. Golovey, E.F. Rybalko. SPb., 2005 39 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency Instructions: You are presented with 50 cards with statements. If you agree with the statement on the card, move it to the right; if you disagree, move it to the left. Text of the questionnaire: 1. I am usually calm, and it is not easy to make me angry. 2. My nerves are no more upset than other people's. 3. I rarely have constipation. 4. I rarely have headaches. 5. I rarely get tired. 6. I almost always feel quite happy. 7. I am confident in myself. 8. I almost never blush. 9. Compared to my friends, I consider myself to be quite a brave person. 10. I blush no more often than others. 11. I rarely have heart palpitations. 12. Usually my hands are quite warm. 13. I am no more shy than others. 14. I lack self-confidence. 15. Sometimes it seems to me that I am good for nothing. 16. I have periods of such anxiety that I cannot sit still. 17. My stomach bothers me a lot. 18. I don’t have the courage to endure all the upcoming difficulties. 19. I would like to be as happy as others. 20. Sometimes it seems to me that such difficulties are piled up in front of me that I cannot overcome. 21. I often have nightmares. 22. I notice that my hands begin to shake when I try to do something. 23. I have extremely restless and interrupted sleep. 24. I am very worried about possible failures. 25. I have had to experience fear in cases when I knew for sure that nothing threatened me. 26. I have difficulty concentrating at work or on any task. 27. I work under a lot of pressure. 28. I get confused easily. 29. I feel anxious almost all the time about someone or something. 30. I tend to take things too seriously. 31. I cry often. 32. I often suffer from attacks of vomiting and nausea. 33. Once a month or more often I have an upset stomach. 34. I am often afraid that I am about to blush. 35. It is very difficult for me to concentrate on anything. 36. My financial situation worries me very much. 40 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency 37. I often think about things that I wouldn’t like to talk about with anyone. 38. I have had periods when anxiety deprived me of sleep. 39. At times, when I am confused, I sweat profusely, which is very embarrassing. 40. Even on cold days I sweat easily. 41. At times I become so excited that it is difficult for me to fall asleep. 42. I am an easily excitable person. 43. At times I feel completely useless. 44. Sometimes it seems to me that my nerves are very shaken and I’m about to lose my temper. 45. I often catch myself worrying about something. 46. ​​I am much more sensitive than most other people. 47. I feel hungry almost all the time. 48. Sometimes I get upset over little things. 49. Life for me is associated with unusual tension. 50. Waiting always makes me nervous. Analysis and interpretation of results. The assessment of diagnostic results is carried out by processing the responses of the subject according to the key. Each answer that matches the key counts as 1 point. Key to the technique Answer “yes” to statements No. 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33 , 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50; The answer is “no” to statements No. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13. Then the total number of matches with the key is calculated, this sum is an indicator of the subject’s anxiety level. 40-50 points – an indicator of a very high level of anxiety; 25-40 points - indicates a high level of anxiety; 15-25 points - indicates an average (with a tendency to high) level of anxiety; 5-15 points - indicates an average (with a tendency to low) level of anxiety; 0-5 points – indicates a low level of anxiety. 41 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency SECTION III. PRACTICAL TASKS Fill in the tables. Table 21 Principles for diagnosing persons with visual impairments No. Principle 1 Principle of humanity 2 Principle of comprehensive study 3 Principle of scientific validity 4 Principle of comprehensive, systematic and holistic study 5 Principle of dynamic study 6 Essence of the principle Principle of qualitative and quantitative approach 7 Principle of individual approach 8 Principle of confidentiality 42 Copyright JSC " Central Design Bureau "BIBKOM" & LLC "Agency Kniga-Service" Table 22 Main characteristics of methods of a high level of formalization (strictly formalized methods) Methods of a high level of formalization 1. Characteristics Standardization of the procedure Standardization of performance assessment Validity Reliability 2. Classifications According to the form of the test According to the form of the answer According type of tools 43 Copyright OJSC "CDB "BIBKOM" & LLC "Agency Kniga-Service" Table 23 Advantages Questionnaires Testing Method Methods of a high level of formalization (strictly formalized methods) Essence Limitations 44 Psychosemantic techniques Psychophysiological methods Projective techniques Copyright OJSC "CDB "BIBKOM" & LLC "Agency Book-Service" 45 Copyright OJSC "CDB "BIBKOM" & LLC "Agency Kniga-Service" Table 24 Slightly formalized methods Essence Limitations Advantages Conversation Observation Method 46 Introspective method Questionnaire Survey Interview Copyright OJSC "CDB "BIBKOM" & LLC "Agency Book" -Service" 47 Copyright OJSC "CDB "BIBKOM" & LLC "Agency Kniga-Service" Table 25 Psychological and pedagogical diagnostics of the cognitive sphere of persons with visual impairments Adapted version Psychodiagnostic technique for persons with visual impairments SENSATIONS Title: Author: Experimental material: Procedure : Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: 48 Copyright JSC "CDB "BIBKOM" & LLC "Agency Kniga-Service" PERCEPTION Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: 49 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency ATTENTION Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: 50 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency » MEMORY Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: 51 Copyright JSC "CDB "BIBKOM" & Kniga-Service Agency LLC SPEECH AND THINKING Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure : 52 Copyright JSC "CDB "BIBKOM" & LLC "Agency Kniga-Service" IMAGINATION Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: 53 Copyright JSC Central Clinical Hospital BIBKOM & LLC Book-Service Agency Table 26 Psychological and pedagogical diagnostics of the emotional-volitional and personal spheres of persons with visual impairments Adapted version Psychodiagnostic technique for persons with visual impairments Title : Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: 54 Copyright JSC Central Design Bureau BIBKOM & LLC Book-Service Agency Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: 55 Copyright JSC Central Clinical Hospital BIBKOM & LLC Book-Service Agency Protocol of psychodiagnostic examination 1. Date of examination. 2. Full name of the subject. 3.

1

The success of upbringing, training, and social adaptation of a child with developmental disorders depends on a correct assessment of his capabilities and developmental characteristics. This problem is solved by a comprehensive diagnosis of the mental state and personal development of children. It is the first and very important stage in the system of measures that provide special training, correctional pedagogical and psychological assistance. Conducting psychological diagnostics of children with visual impairments requires special techniques, which, unfortunately, are few. Adaptation of stimulus material when studying children with visual impairments is caused by the need for its clear and accurate perception by children and requires the educational psychologist to know the diagnosis of the disease and the state of the basic visual functions of the child being studied: visual acuity, color vision, nature of vision, etc.

psychological examination

diagnostics

visual impairment

schoolboy

educational psychologist

1. Kostyuk, G.S. Current issues of training and development of primary schoolchildren. / G.S. Kostyuk // Training and development of junior schoolchildren. – Kyiv: 1970. – 3-6 p.

2. Krylova, A.A. Structuring the self-perception of junior schoolchildren / A.A. Krylova, N.E. Podgaisky // International scientific and practical forum “Great Rivers 2004”. General reports, Abstracts of reports. – N. Novgorod: NNGASU, 2004. – 567 p.

3. Kulagina, I.Yu. Developmental psychology: child development from birth to 17 years old / University of Russia. acad. education / I.Yu. Kulagina. – M.: Publishing house ROU, 1996. – 175 p.

4. Levi, V.L. Non-standard child / V.L. Levi. - St. Petersburg: Peter, 1993. - 251 p.

5. Litvak, A.G. Theoretical issues of typhlopsychology / A. G. Litvak. – St. Petersburg: Leningrad State Pedagogical Institute named after. A. I. Herzen, 1995. – 201 p.

6. Lubovsky, V.I. Psychological problems in diagnosing abnormal development of children / V.I. Lubovsky. – M.: Pedagogy, 1989. – 226 p.

7. Olkhina, E.A. Modern aspects of the formation of social and psychological competence in visually impaired schoolchildren / E.A. Olkhina // Modern trends in the development of the special education system. – N. Novgorod: NSTU, 2005. – 102 p.

Introduction

The success of upbringing, training, and social adaptation of a child with developmental disorders depends on a correct assessment of his capabilities and developmental characteristics. This problem is solved by a comprehensive diagnosis of the mental state and personal development of children. It is the first and very important stage in the system of measures that provide special training, correctional pedagogical and psychological assistance. It is psychodiagnostics that makes it possible to determine the optimal pedagogical route and provide individual psychological and pedagogical support for the child, corresponding to his psychophysical characteristics. In light of the above, among the various areas of activity of a teacher-psychologist within the educational process, our efforts in the experimental part of the study are aimed at developing and testing a diagnostic model for visually impaired children of primary school age in order to study the level of their mental and personal development, as well as to correct identified deviations in development.

Purpose This study is to determine the place of psychological diagnostics of children with visual impairments in the complex system of psychological and pedagogical work within the framework of the educational process.

A psychodiagnostic examination of a child with developmental problems should be systematic, i.e. include the study of all aspects of the psyche (cognitive activity, speech, emotional-volitional sphere, personal development).

A psychodiagnostic examination is organized taking into account the age and expected level of mental development of the child. It is these indicators that determine the organizational forms of the diagnostic procedure, the choice of techniques and the interpretation of results.

Diagnostic tasks must be accessible to the child. During the examination, the child must be offered a task that he can successfully complete, and when analyzing the results, it is taken into account the tasks for which age group the child completed.

During the examination, it is important to identify not only the actual, but also the potential capabilities of the child in the form of the “zone of proximal development” (L.S. Vygotsky). This is achieved by offering tasks of varying complexity and providing the child with measured assistance in completing them.

Psychological examination of children with visual impairments is carried out on the basis of a theory developed by educational psychologists, taking into account the basic patterns of normal development.

In the course of studying children with developmental disabilities, it was discovered that the most general patterns of development of a normal child can be traced in these children. These include: a certain sequence of stages of mental development; the presence of sensitive periods in the development of mental functions; sequence of development of mental processes; the role of activity in mental development, speech - in the formation of higher mental processes; the leading role of education in mental development (L.S. Vygotsky, V.I. Lubovsky).

L.S. Vygotsky, studying the patterns of mental development of children with various types of anomalies, identified general specific patterns that manifest themselves in various types of disorders. He noted that the causes of anomalies lead to the emergence of a basic disorder in mental activity, which is defined as primary, and, as a consequence, to peculiar changes in the entire mental development of the child, which manifests itself in the formation of secondary, tertiary, etc. mental disorders. They also identified a pattern common to all children with developmental disabilities, namely: difficulties in interacting with the social environment, disruption of connections with the outside world.

General patterns characteristic of the development of all categories of children with anomalies are also expressed in the characteristics of speech communication and motor disorders, which manifest themselves in different forms depending on the type of anomaly. IN AND. Lubovsky and Zh.I. Schiff showed that the presence of primary and secondary defects significantly reduces the information children receive from the outside world.

The role of the educational psychologist conducting examinations of children during these periods is to prepare children for changes in their lives and to create, together with educators and teachers, an attitude to overcome difficulties and the ability to avoid or overcome them.

There are general psychological requirements for organizing and conducting examinations of children with developmental disorders. These include: preliminary acquaintance with the history of development, observation of the child’s behavior and activities in the group, in classes, and during leisure hours. Particular importance is attached to establishing contact with the child, organizing the location of the study, and choosing methods that correspond to its purpose.

Special, specific requirements include the following:

• appropriate illumination (the total illumination of the room should be 1000 lux, on the child’s desk - 400-500 lux);
• limitation of continuous visual load (5 - 10 minutes in primary and secondary preschool age and 15 - 20 minutes in senior preschool and primary school age); the visual work regime is established by the ophthalmologist in accordance with the diagnosis and nature of the child’s disease;
• changing the type of activity to one not associated with intense visual observation;
• special requirements for visibility.

The main requirements for the nature of the stimulus material are the following. The contrast of the presented objects and images in relation to the background should be 60-100%. Negative contrast is preferable because children are better at distinguishing black objects on a white background than white objects on a black background.

Stimulus material must meet a number of conditions:

• proportionality of the relationships between objects in size in accordance with the relationships of real objects;
• relationship with the real color of objects;
• high color contrast (80 - 95%);
• clear identification of near, middle, distant plans, etc.

The size of the presented objects is determined depending on the age and visual capabilities of the child, which are clarified together with the ophthalmologist.

The distance from the child's eyes to the stimulus material should not exceed 30 - 33 cm, and for blind children - depending on the acuity of residual vision. The size of the perceptual field of the presented drawings should be from 0.5 to 50°

The angular dimensions of the images are within the range of 3 - 35°. The background should be free of details that are not part of the intent of the task (this is especially true for tasks for preschool and primary school children).

It is advisable to use yellow-red-orange and green tones in the color scheme. Color saturation - 0.8-1.0.

The requirements for stimulus material and organization of the diagnostic procedure when examining children with amblyopia and strabismus are as follows:

For children from 2 to 4 years old with amblyopia and strabismus with visual acuity up to 0.3, it is recommended to present images in orange, red and green tones without shades, with high color saturation and contrast in relation to the presented background. The size of the presented objects must be more than 2 cm. Objects of any shape can be presented - both planar and three-dimensional. In this case, it is advisable to present three-dimensional objects not only for visual, but also for tactile examination, which is best carried out closer to noon.

Children of the same age, but with visual acuity of 0.4 and above, are presented with test objects of various colors and sizes also of about 2 cm (or less). The child can be examined at any time of the day. It should be remembered that with convergent strabismus with farsighted refraction, the child needs glasses for near vision.

With divergent strabismus and a high degree of myopia, glasses for near are also needed, but with moderate and weak myopia, glasses are not required.

For children from 5 to 10 years of age with amblyopia and strabismus with visus up to 3 with non-central but stable fixation, it is recommended to present test objects with dimensions greater than 2 cm, predominantly orange, red and green. The shapes of objects are examined both visually and tactilely. The time of the experiment is morning or evening.

Children of the same age with the same visual acuity, but with central and unstable fixation, as well as with non-central and unstable fixation, are presented with test objects of the same colors, sizes and shapes. However, it is advisable to schedule the examination closer to noon.

The examination should take into account the distinctive feature of this category of children - the difficulty of localizing the gaze on a specific object.

Children aged 5 to 10 years with visual acuity of 0.4 and above with central stable fixation and with monocular, monocular-artenentiating and simultaneous vision, with convergent strabismus, can be presented with a variety of objects of various colors and sizes. The examination is carried out at any time of the day. A peculiarity of this category of children is difficulties in convergence and relaxation (relaxation). They also have difficulty perceiving three-dimensional objects, as well as foreground and background images. To work with stimulus material during the examination, children need glasses for near and exercises to relax convergence (direction of gaze up and into the distance).

Children aged 5 to 10 years with the same visual acuity with central stable fixation and with monocular, monocular-arthenizing and simultaneous vision, but with divergent strabismus, can be presented with objects of different colors and sizes. The examination is carried out at any time of the day. Near glasses and exercises to enhance accommodation (direction of gaze downward and near) are recommended.

For children aged 5 to 10 years with a visual impairment of 0.4 to 1, with simultaneous binocular unstable vision and the absence of strabismus, the presentation of stimulus material is accompanied only by age-related contraindications.

The basic principle of adapting methods according to the research procedure is to increase the exposure time of the stimulus material.

When analyzing the history of a child’s development, special attention should be paid to his social maturity, which is of great importance in the process of habilitation. The social maturity of such a child in the early period of development is closely related to his biological maturation, especially with motor development and manual activity of the hands. Therefore, when examining young children, special attention should be paid to the level of their motor development and level of communication. Communication, communication and speech play a special role in the development of children with visual impairments. The degree of formation of these aspects of a child’s mental activity indicates the level of his social development. The study of speech is also important in the research process: assessment of its expressiveness, emotionality, as well as assessment of facial expressions, gestures, posture at the moment of communication.

Children with visual impairments are characterized by less cognitive activity. In this regard, in typhlopedagogy there is a practical principle that devotes much more space to pedagogical assistance to children, and the psychologist must find out to what extent the child is characterized by interest and attention to surrounding objects, persons, and to mastering the simplest norms of social behavior.

The problem of socialization in preschool and primary school age for children with visual impairments is decisive in their habilitation. It is the absence of such qualities as independence in movement and self-care, lack of development of communication skills with children and adults, both familiar and unfamiliar, inability to use modern household appliances that leads to maladaptation of children with visual impairments, reveals their inability to live independently in society, complicates integration into mass educational institutions.

In recent years, in school institutions for children with visual impairments, most attention has been paid to the development of cognitive processes, which has led to significant advances in the intellectual development of children, but has weakened their social adaptation. Dependence on adults and friends, fear of new conditions and changes, withdrawal from society - this is what is formed in the absence of proper attention to the socialization of children with visual impairments from an early age.

Conducting psychological diagnostics of children with visual impairments requires special techniques, which, unfortunately, are few. Adaptation of stimulus material when studying children with visual impairments is caused by the need for its clear and accurate perception by children and requires the educational psychologist to know the diagnosis of the disease and the state of the basic visual functions of the child being studied: visual acuity, color vision, nature of vision, etc. .

In this regard, the stimulus material for the examination should take into account the individual characteristics and difficulties of perceiving the material for each child. The tasks proposed for examination may consist of real objects, geometric planar and volumetric shapes, relief and planar images in contour or silhouette form, made in various colors.

Conclusion

Conducting psychological diagnostics of children with visual impairments requires special techniques, which, unfortunately, are few. Adaptation of stimulus material when studying children with visual impairments is caused by the need for its clear and accurate perception by children and requires the teacher-psychologist to know the diagnosis of the disease and the state of the basic visual functions of the child being studied: visual acuity, color vision, nature of vision, etc. During the examination, they can be used standardized diagnostic methods for determining the level of mental development and educational activity of children with visual impairments. However, this is only possible if there are conditions that allow children to solve these tasks, namely, when adapting the material in accordance with the general requirements for the visual and tactile abilities of children with visual impairments. A psychodiagnostic examination of a child with developmental problems should be systematic, i.e. include the study of all aspects of the psyche (cognitive activity, speech, emotional-volitional sphere, personal development).

Reviewers:

Sorokoumova E.A., Doctor of Psychology, Professor, Professor of the Department of Social and Educational Psychology, Moscow State Humanitarian University named after M.A. Sholokhov" Moscow

Sorokina T.M., Doctor of Psychology, Professor, Professor of the Department of Psychology and Pedagogy of Preschool and Primary Education, Nizhny Novgorod State Pedagogical University named after K. Minin, Nizhny Novgorod.

Bibliographic link

Rodin M.V., Dryagalova E.A. FEATURES OF PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSTICS OF CHILDREN WITH VISUAL IMPAIRMENTS // Modern problems of science and education. – 2014. – No. 3.;
URL: http://science-education.ru/ru/article/view?id=13020 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Diagnostic techniques adapted for working with children with visual impairments.

Principles of adaptation of diagnostic techniques when examining children of different age groups with visual impairments

Carrying out diagnostics of children with visual impairments requires special techniques, which, unfortunately, are few. Adaptation of stimulus material when studying children with visual impairments is caused by the need for its clear and accurate perception by children and requires the specialist to know the diagnosis of the disease and the state of the basic visual functions of the child being studied: visual acuity, color vision, nature of vision, etc.

In this regard, the stimulus material for the examination should take into account the individual characteristics and difficulties of perceiving the material for each child. The tasks proposed for examination may consist of real objects, geometric planar and volumetric shapes, relief and planar images in contour or silhouette form, made in various colors.

Working in special preschool institutions, we have to use existing techniques for children of the same age with normal vision. Their use is associated with the adaptation of stimulus material and research procedures in accordance with the psychological characteristics of children’s perception and the consequences of the influence of visual impairments on the entire course of mental development.

There are also general requirements that must be met when presenting stimulus material addressed to the visual perception of children with visual impairments.

The contrast of presented objects and images in relation to the background should be from 60 to 100%. Negative contrast is preferable because children are better able to distinguish black objects against a white background. They also perceive filled, silhouetted figures better than contoured ones.

Among the features of the construction of stimulus material, attention should be paid to several provisions that must be taken into account when choosing and adapting techniques: compliance in the images with proportional ratios in size in accordance with the ratios of real objects, ratio with the real color of objects, high color contrast, clearer selection of the near , medium and long-range plans.

The size of the presented objects should be determined depending on 2 factors: the age and visual capabilities of the children. Presentation of stimulus material to visually impaired children should be carried out from a distance of no more than 30-33 cm from the child’s eyes.