Bibliotherapy and its impact on communication behaviours of children with autism

In this publication the author tried to answer to the question: “What is the effectiveness of the bibliotherapeutic program on communication behaviours in the group of children with autism?”.
Studying literature, we can find that communication deficits are the main problems in children with autism. Individuals who have achieved language skills at the level of words and sentences can not always use them adequately to the situation in which they find themselves [Paul 2007, pp. 129], and it has an impact on the quality of their social relationships.
With the development of children with autism we can observe increasing interest in social contacts, communication behaviour and attempts to contact with the others. Empirical considerations demonstrate that bibliotherapeutic program brings many cognitive benefits and positive impact on their communication behaviours of children with autism. As we can see there is not enough just reading stories to the children, we can find a lot of benefits if we discuss about a problem of each story and appeal to the emotions and feelings of children [Ortner 2008, pp. 10].
Through properly designed to individual needs and abilities of children with autism bibliotherapeutic program develops the ability to listen, understanding themselves and others, and mainly the ability to communicate.

In this publication the author tried to answer to the question: “What is the effectiveness of the bibliotherapeutic program on communication behaviours in the group of children with autism?”.
Studying literature, we can find that communication deficits are the main problems in children with autism. Individuals who have achieved language skills at the level of words and sentences can not always use them adequately to the situation in which they find themselves [Paul 2007, pp. 129], and it has an impact on the quality of their social relationships.
With the development of children with autism we can observe increasing interest in social contacts, communication behaviour and attempts to contact with the others. Empirical considerations demonstrate that bibliotherapeutic program brings many cognitive benefits and positive impact on their communication behaviours of children with autism. As we can see there is not enough just reading stories to the children, we can find a lot of benefits if we discuss about a problem of each story and appeal to the emotions and feelings of children [Ortner 2008, pp. 10].
Through properly designed to individual needs and abilities of children with autism bibliotherapeutic program develops the ability to listen, understanding themselves and others, and mainly the ability to communicate.