The role of mapping in memory formation of children with autism spectrum disorder: through the lens of a bilingual environment
DOI:
https://doi.org/10.32782/2617-3921.2025.27.390-405Keywords:
mind mapping, digital tools, bilingual environment, memory, autism spectrum disorderAbstract
In the era of digitalization, society is witnessing the emergence of unique conditions for the development of educational environments across all levels. Digital technologies play a pivotal role in contemporary educational processes, particularly in the instruction of children with special educational needs, including those with Autism Spectrum Disorder (ASD). This article focuses on analyzing how the usage of mind maps – created with the aid of digital tools – can enhance cognitive processes, especially in terms of memorization and the reproduction of linguistic material, while also supporting the adaptation of children with ASD to bilingual environments. The study explores the potential for integrating digital technologies into the mapping process and their impact on improving the effectiveness of teaching children with special educational needs.A survey conducted during the 2024 online-seminar “International Experience in Applied Behavior Analysis”, organized in collaboration with credential bodies from the United States, along with a review of relevant scientific literature, allowed the author to conclude that mind mapping can play a significant role in strengthening memory among children with ASD in bilingual settings. However, their effectiveness is contingent upon additional training and consultation for parents, teachers, and other adults involved in the educational process. The study highlights the importance of employing digital tools in combination with structured instructional methods such as audio-supported mapping, repeated verbalization strategies, mnemonic matrices, and others – aimed at facilitating diverse educational goals in bilingual settings. Overall, the findings confirm that mind mapping is a promising strategy for developing memory and language skills in children with ASD and contributes positively to their adaptation in bilingual environments. These insights open up new directions for further research on optimizing teaching methods, particularly through the integration of digital technologies, to ensure a more personalized approach to developing children’s cognitive and communicative abilities.
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