Comparative Analysis of Early Developmental Indicators in Children with Autism Spectrum Disorder and Their Typically Developing Peers

Abstract

This article presents a comparative analysis of the psychological, speech, and social development indicators of 3-year-old children with Autism Spectrum Disorder (ASD) and their typically developing peers. The study employed the methods of scientific literature analysis, pedagogical observation, comparative analysis, and psychological-pedagogical diagnostics. The results of the analysis demonstrated that children with autism spectrum disorder exhibit more pronounced delays in speech development, limited social communication, weak eye contact, difficulties in responding to their names, and repetitive behaviors compared to their typically developing peers. The findings of the study are of significant scientific and practical importance for the early identification of autism spectrum disorder, the timely organization of corrective-pedagogical support, and the promotion of children's psychological, speech, and social development.