Sensory integration as a method of correction of motor and speech disorders in young children with autism spectrum disorder and intellectual disability

The purpose of the study is to evaluate the effectiveness of the sensory integration method with associated speech support in correcting motor and speech disorders in children aged 3–4 years with autism spectrum disorder and intellectual disability. Research methods and organization. Twelve children aged 3–4 years took part in the experiment. In each nosological group, experimental subgroups (sensory integration sessions with associated speech support) and control subgroups (standard adaptive physical education) were formed by randomization. Diagnostics included assessment of praxis, postural control, tactile discrimination, and speech (baseline and post-intervention assessments after a 3-month course). Methods of analysis and synthesis of scientific literature, testing, and statistical data processing (Wilcoxon T-test, effect size (Hedges' g)) were used. Research results and conclusions. A session structure consisting of five sensorimotor blocks with continuous speech support was tested. Significant improvements in praxis, postural control, tactile discrimination, and speech were recorded in the experimental subgroups. The effect size (Hedges' g) confirmed the high significance of the method.