Communication Skills Of Children Research Articles

Performance of Malayalam Speaking Children Fitted with Hearing Aids on PEACH Scale

Abstract: Parental questionnaires impart a better understanding of hearing technology utilization by children with Hearing loss(HL). They provide insights into the functional abilities and accomplishments of children equipped with Hearing Aids (HA). The present study aimed to translate and adapt the PEACH questionnaire into Malayalam language and evaluating its effectiveness in discriminating the functional hearing abilities of Malayalam speaking children with HL fitted with HAs at various stages of life. The Malayalam PEACH questionnaire was aPdministered to parents/caregivers of 40 Malayalamspeaking children aged 3 to 6, divided into two groups based on whether they received HA before or after the age of 2. Results revealed that children fitted with HA before 2 years of age demonstrated superior performance in quiet, noisy, and overall situations compared to those fitted after 2 years of age highlighting the importance of early identification of HL in children. Additionally, the questionnaire exhibited high reliability upon retesting across all of the three hearing situations (quiet,noise and overall). Therefore, the Malayalam PEACH questionnaire emerges as a dependable and effective tool for evaluating and monitoring the functional hearing abilities and communication skills of children fitted with HA or Cochlear Implants (CI) in their everyday lives

Evaluating the Effectiveness of Using Virtual Reality Interventions on Children and Adolescents with Autism Spectrum Disorder: A Systematic Review

Background: Autism spectrum disorder (ASD) is a Psychopathic disorder characterized by abnormal communication and verbal behaviors. ASD is very common in children, affecting about 1 in 160 individuals, and the symptoms of this disorder appear before the age of three, and the main cause is still unknown. The effectiveness of this technology on the abilities required for people with ASD to communicate in a social setting has been the subject of several systematic and comprehensive studies. Methods: A systematic review by searching in PubMed, EMBASE and CINAHL for publications was conducted from 1 January 2012 to 30 May 2021 involving use of virtual reality interventions on children and adolescents with autism spectrum disorder in which autism, autism spectrum disorder, ASD, virtual reality, VR keywords were utilized. Three reviewers independently investigated search results for inclusion in analysis and resolved disagreements by consensus. Results: Literature research of databases specifies a total of 808 records. According to the abstract and the full text of the studies, after applying the inclusion and exclusion criteria and eliminating duplicates and screening articles, 15 articles were selected for final review based on the PICO criteria (population, intervention, comparison and results). The studies focused on the five topics of emotion and social interaction, social communication, daily life skills, specific fears and anxieties, physical activity, and attention. Conclusion: According to reports, the findings rightly claim that the use of virtual reality technologies not only improves the social and communication skills of children with ASD, but also provides them with an engaging and enjoyable experience. Moreover, Parents indicated high satisfaction with VR applications and this technology can contain many benefits in the treatment of ASD.

Caregiver strategies before intervention moderate caregiver fidelity and maintenance in RCT of JASPER intervention with autistic toddlers

AbstractBackgroundInterventions facilitated by caregivers have gained popularity among those caring for young children with autism. Instructing caregivers on specific techniques to foster social communication skills in their at‐risk or diagnosed autistic children has the potential to alleviate concerns about their children's development. Moreover, it can offer a more intensive early intervention compared to what community providers alone can deliver. This study seeks to explore the correlation between caregiver strategies employed prior to participating in a caregiver‐mediated intervention and the caregiver's fidelity to the intervention, as well as its sustainability during the follow‐up period and child outcomes. This study constitutes a secondary analysis of a randomized controlled trial that compared the joint attention, symbolic play, engagement, and regulation (JASPER) and Psychoeducational Education Intervention (PEI), revealing significant advancements in children's social communication skills with the JASPER intervention.MethodsEighty‐six children (average age 31.5 months) with ASD and their primary caregivers enrolled in the two armed randomized trial evaluating the effect of JASPER versus PEI. Generalized linear mixed models were used to model the longitudinal trajectories of the outcomes.ResultsResults indicated that caregivers in the JASPER intervention made more gains in overall JASPER strategies and individual domain strategies (environment, prompt, communication, mirrored pacing) compared to the caregivers in PEI (p's < 0.01) from baseline to exit. While both groups regressed some in overall and subdomain strategies at follow‐up, caregivers in the JASPER intervention maintained more overall, and specifically in communication, and mirrored pacing strategies compared to PEI group (p's < 0.05). Further, baseline caregiver strategies moderated the treatment effect of child's joint attention skills from exit to follow‐up (p = 0.002), where JASPER dyads with high caregiver strategy use at baseline continued to improve in JA skills post exit, whereas all other children did not.ConclusionIn summary, understanding caregiver style of interaction before intervention on caregiver fidelity and maintenance from exit to follow up and child progress is important to improving intervention uptake and child outcomes.

Bibliometric Mapping of Trends of Project-Based Learning with Augmented Reality on Communication Ability of Children with Special Needs (Autism)

This study aims to analyze the use of project-based learning with augmented reality (AR) on the communication skills of autistic children through systematic literature review and theoretical bibliometric analysis of research on autistic children's communication skills sourced from Scopus from 2013 to 2022. The research method is a systematic literature review with analysis theory and bibliometric analysis with VOSviewer and RStudio applications. This research was conducted in several stages, namely determining i) research questions; ii) inclusion and exclusion criteria; iii) quality assessment; iv) data collection; and v) bibliometric analysis. The results of this study note that research on the communication skills of autistic children is still a research trend that is of great interest to researchers with an increase in research occurring from 2015 to 2022. Countries from the Americas and Asia have contributed the most to research on the communication skills of autistic children. The subject areas of psychology and social science are the subject areas with the most contributions, namely 22% each of the 165 articles found. There is a relationship between the term project (P), communication skills (CS), and autism spectrum disorder (ASD). This relationship is shown by the link strength P→CS is 2 and the link strength CS→ASD is 4. The characteristic requirements for autistic children for project-based learning with AR are middle class autistic children. The characteristics possessed by project-based learning can help in training the level of communication skills of autistic children and it would be better if assisted with the use of AR.

Effects of Parent and Teacher Mediated Pivotal Response Treatment and Discrete-Trial Training in Improving Communication Skills of Children with Autism

The main purpose of this study was to investigate the effects of parent and teacher-mediated pivotal response treatment and discrete-trial teaching in improving the communication skills of children with Autism. The research deployed an ABAB research design. ABAB was divided into 4 phases; A1, B1, A2, and B2. A1 was a baseline, B1 was treatment, A2 was the removal of the treatment, and B2 was the treatment resumed following the break, and at last, a follow-up was conducted. In the study, three children who fulfilled the inclusionary criteria participated. The three children received PRT and DTT from their parents and teachers respectively. The instruments used for assessment were social communication questionnaire-Lifetime, Autism diagnostic interview-revised, and Vineland -3 Adaptive behavioral scale (communication domain). The study result indicated that Parent and Teacher mediated PRT and DTT significantly improved the communication skills of children with ASD.

The project method as the development of cognitive universal learning activity in primary classes

The project method as a tool for the development of cognitive universal learning activities in primary classes This article deals with needs of the modern stage of development of society and production should be focused on making the next generation more capable and solving the problems they will face easily. Project activity teaches children communicative skills. This learning method requires finding materials, tools and ways to solve problems and systematically expanding knowledge, applying to scientific methodical literature.

Seeking Validation and Creating Meaningful Interactions

Infancy, a formative period for development, has been identified as an advantageous time to provide family-centered support for children with delays. Families should be included as stakeholders during development of such interventions to ensure social value. We describe a preliminary randomized controlled trial evaluating Infant Achievements (IA), an 8-week (16-session) parent-mediated intervention for parents of infants 8–12 months old with social and communication delays. This study reports our qualitative examination of the intervention's social validity. We conducted focus groups with seven IA parent participants and analyzed their responses using conventional content analysis. Five themes emerged: (a) difficulty identifying resources to address concerns; (b) seeking validation of concerns; (c) seeking support to enhance children's development; (d) experiencing a supportive coaching relationship; and (e) creating meaningful interactions to support children's communication and social skills. Our results emphasize the necessity of partnering with families in the development of evidence-based, family-centered interventions for infants with developmental delays to maximize their social value.

Early assessment of communicative competence in children with hearing loss using the Child-Caregiver Communication Assessment through Rebesco's Evaluation (CC-CARE) method

PurposeThis work presents a new frame-by-frame video analysis method called Child-Caregiver Communication Assessment through Rebesco's Evaluation (CC-CARE), developed in the context of pediatric hearing loss as a rehabilitation tool for assessing children's early communication skills. CC-CARE stems from the commonly used Tait video analysis and extends it by including a new set of parameters aimed at disentangling between hearing-dependent and hearing-independent aspects of communication. Method: In this paper, we collected video samples of child-caregiver interactions in a group of 65 normal-hearing children and a group of 165 hearing-impaired children. For each group, we present the CC-CARE method and describe the parameters, their score distributions, correlations and we estimate the adherence of the CC-CARE scores with children's developmental trajectory. Moreover, we compare the results of CC-CARE scores between the two groups having had different development of the auditory system. Finally, a fully-data driven approach was employed to assess the consistency of the communicative efficacy index (CEI), a score aiming to capture a global result of the CC-CARE procedure. Results: Correlations among parameter scores were found in each within-group analysis, revealing CC-CARE's internal consistency in measuring associated but nonoverlapping communication dimensions. For both groups, CC-CARE scores were associated with participants' age. Differences between scores emerged for a between-group analysis, indicating CC-CARE sensitivity to extract communication differences as a function of the hearing status. For both groups, the data analysis revealed that the CEI captures large variance portions across all parameter scores of the CC-CARE method. Conclusions: Results provide the first evidence that the CC-CARE video analysis method could be a reliable tool capable of highlighting the cascading effects of hearing impairment on children's preverbal communicative efficacy. The CC-CARE method aims to support early rehabilitation of hearing loss by describing a child's communicative efficacy.

Multifaced therapies in the care of children with Autism Spectrum Disorder - A literature review

Autism is an abnormality in functioning that influences how people interact with others, communicate, learn new things and behave. According to the WHO, autism already occurs in 1 in 100 children. Although it affects people of all ages it is mostly diagnosed in children. This makes the essence of autism management to support the child's development. Autism Syndrome Disorder (ASD) has become a target of research and interest in modern medicine, especially psychiatry pediatrics and psychology. Help and support during the development of a child with ASD have big influence in alleviating symptoms and developing functioning. The multitude of modern therapies makes it available to provide comprehensive care for the child. According to a recent analysis, therapies such as music therapy have positive effects. They can boost a child's communication, interpersonal, social and language skills. They improve the child's overall functioning which converts into his quality of life in adulthood. The profits of occupational or individual therapies are a new case in the context of people with ASD. It requires more extensive randomized studies, but it offers great hope and optimism for the improvement of therapies and a multifaceted support system for children with ASD.

Pendekatan saintifik dalam pengembangan Kurikulum 2013 PAUD

The Early Childhood Education (ECE) learning curriculum is a teacher's teaching tool as a learning guide that suits the child's character so that they can compete globally. Innovation is needed in the 2013 Curriculum in the form of curriculum development which is the foundation or basis of education in maximizing aspects of children's development, namely learning with a scientific approach that can stimulate children's thinking abilities, reasoning abilities and analytical abilities. Even though learning through the Independent Curriculum is being promoted, learning with a scientific approach in the 2013 Curriculum is still exciting, especially if presented in the form of educational games which are popular with children. Learning with a scientific approach is very important for children because this learning can increase children's understanding of literacy and numeracy, understand the applicable rules, and have critical reasoning. This research aims to provide information to all ECE educators and parents about the application of learning with a scientific approach in developing the 2013 ECE curriculum. Researchers use library research with a qualitative approach with data collection techniques using documentation. The research subjects are books, articles, or readings and reference sources related to the scientific approach in developing the 2013 ECE Curriculum. The research results found that learning with a scientific approach is very well implemented ECE units because this approach has a child-centred character, develops children's potential, increases children's learning motivation, develops children's attitudes and character, and improves children's communication skills. Apart from that, the scientific approach is designed to actively involve children through the process of asking, observing, gathering information, reasoning or making associations, and communicating it in learning. From the research results, it was concluded that the scientific approach in developing the 2013 ECE curriculum emphasizes the use of scientific methods and approaches that develop critical, creative and innovative thinking skills in early childhood.

The Application of Extended Reality in Treating Children with Autism Spectrum Disorder.

Autism Spectrum Disorder (ASD) is a common neurodevelopmental disorder in children, characterized by social interaction, communication difficulties, and repetitive and stereotyped behaviors. Existing intervention methods have limitations, such as requiring long treatment periods and needing to be more convenient to implement. Extended Reality (XR) technology offers a virtual environment to enhance children's social, communication, and self-regulation skills. This paper compares XR theoretical models, application examples, and intervention effects. The study reveals that XR intervention therapy is mainly based on cognitive rehabilitation, teaching, and social-emotional learning theories. It utilizes algorithms, models, artificial intelligence (AI), eye-tracking, and other technologies for interaction, achieving diverse intervention outcomes. Participants showed effective improvement in competency barriers using XR-based multimodal interactive platforms. However, Mixed Reality (MR) technology still requires further development. Future research should explore multimsodal interaction technologies combining XR and AI, optimize models, prioritize the development of MR intervention scenarios, and sustain an optimal intervention level.

Exploring the Acquisition of Social Communication Skills in Children with Autism: Preliminary Findings from Applied Behavior Analysis (ABA), Parent Training, and Video Modeling.

Social communication skills, especially eye contact and joint attention, are frequently impaired in autism spectrum disorder (ASD) and predict functional outcomes. Applied behavior analysis is one of the most common evidence-based treatments for ASD, but it is not accessible to most families in low- and middle-income countries (LMICs) as it is an expensive and intensive treatment and needs to be delivered by highly specialized professionals. Parental training has emerged as an effective alternative. This is an exploratory study to assess a parental intervention group via video modeling to acquire eye contact and joint attention. Four graded measures of eye contact and joint attention (full physical prompt, partial physical prompt, gestural prompt, and independent) were assessed in 34 children with ASD and intellectual disability (ID). There was a progressive reduction in the level of prompting required over time to acquire eye contact and joint attention, as well as a positive correlation between the time of exposure to the intervention and the acquisition of abilities. This kind of parent training using video modeling to teach eye contact and joint attention skills to children with ASD and ID is a low-cost intervention that can be applied in low-resource settings.

Empowering Hong Kong Chinese families with autism: A preliminary study of the online Hanen More Than Words Program.

Parent involvement is crucial for tailored early intervention programs. The Hanen More Than Words (HMTW) program is a parent-implemented language intervention for autistic children. The current study examined the effectiveness of the HMTW program delivered online among Chinese families. Using a randomized controlled trial design, 22 Chinese families of autistic children in Hong Kong completed the trial. Baseline and post-intervention assessments were conducted to measure changes in parent-child interaction, parents' use of linguistic facilitation techniques (LFTs), and children's communication skills. Additionally, the influence of parental self-efficacy and parenting stress on treatment outcomes was explored. The intervention group demonstrated significant improvements in parent-child attention synchrony. Although the treatment effect on children's spontaneous communication was not significant, the intervention group showed a larger effect size compared to the controls. The treatment outcomes were mainly influenced by the parents' initial levels of self-efficacy but not by parenting stress. These findings provide preliminary evidence of the effectiveness of the online-delivered HMTW program for Chinese parents of autistic children. Further research involving a larger sample and focusing on long-term effects is needed.

Quantity and quality of book reading to infants and toddlers: their effect on early communication and language development

Among the various parent-child interactions taking place in a typical family context, interactive shared book reading (ISBR) has been shown to have a superior value in fostering language development. Although many studies have established the linguistic benefits of ISBR in preschoolers, results on children younger than 3 years are scarce. This cross-sectional parental report study explores the contribution of the quantity and quality of shared book reading to the communicative and language skills of a large sample of infants and toddlers growing up in Greek-speaking families. The parents of 740 children aged 6 to 36 months filled in the Interactive Shared Book Reading Strategies Questionnaire that assesses the number and frequency of interactive strategies adopted by caregivers during shared book reading. Parents were also administered the Communication Development Report, a standardized instrument for assessing Greek-speaking children's communication and language skills. Results are presented on (a) shared book reading quantity (frequency) and quality (interactive strategies), (b) the effect of these two factors on children's nonverbal communication (nonvocal and vocal), as well as their language development (comprehension, expressive vocabulary, morphology, and syntax), and (c) the effect of several contextual factors on this association. Results highlight the large effect of both the quantity and the quality of shared book reading in different dimensions of the children's communication and language. Birth order, siblings, and maternal education affected the quantity (but not the quality) of shared book reading. Overall, results confirm and extend previous findings regarding the benefits of shared book reading to children's vocabulary, morphology and syntax, pointing to the significant contribution of its quality rather than its quantity. They also add interesting findings regarding the significant contribution of shared book reading to children's nonverbal communicative skills. Results are discussed based on previous relevant findings for their theoretical implications. Their applied interest in the early prevention of language difficulties is also discussed.

Validity and Reliability Study of the Turkish Version of Focus on the Outcomes of Communication Under Six-34.

Speech and language disorders can negatively affect preschool children's communicative participation skills. Focus on the Outcomes of Communication Under Six-34 (FOCUS-34) is a valid and reliable scale that evaluates communicative participation in preschool children with speech and language disorders. This study aimed to establish the Turkish version of FOCUS-34 (FOCUS-34-TR) and investigate its validity and reliability. A total of 175 children with language disorders, speech sound disorders, and fluency disorders (aged 20-72 months) and their parents were included in the study. Parents were asked to complete the demographic information form, the FOCUS-34-TR scale, and the Ages and Stages Questionnaires: Social-Emotional (ASQ-SE) Turkish version. The construct validity, convergent and divergent validity, internal consistency, and test-retest reliability of the scale were investigated. The FOCUS-34-TR had high values for internal consistency (α = .97) and test-retest reliability (r = .95). The correlations between the FOCUS-34-TR total score and its subscales were between .77 and .90. A moderately significant negative correlation was found between the FOCUS-34-TR scale and the ASQ-SE. The Turkish version of FOCUS-34 is a valid and reliable scale that can be used in clinics and for research purposes to evaluate the communicative participation skills of Turkish-speaking preschool children with speech and language disorders.

Relation of Speech-Language Profile and Communication Modality to Participation of Children With Cerebral Palsy.

This study aimed to examine the contribution of speech motor impairment (SMI), language impairment, and communication modality to communicative and overall participation outcomes in school-age children with cerebral palsy (CP). Eighty-one caregivers of children with CP provided information about their child's speech and language skills, communication modality, and participation through a web-based survey. Caregiver responses to two validated scales were used to quantify children's communicative participation and overall participation. Children were classified into four speech-language profile groups and three communication modality groups for comparison, based on caregiver-reported information regarding their child's communication skills. Children with CP who had co-occurring SMI and language impairment had significantly lower levels of communicative participation and involvement in activities overall, compared to children with SMI alone. Among children with SMI, augmentative and alternative communication (AAC) use was associated with greater overall frequency of participation and involvement in life activities. Children with CP who have both SMI and language impairment and those who are nonspeaking communicators should be prioritized early for communication interventions focused on maximizing participation, including consideration of AAC.

Development of a communication book for children with cerebral palsy and communication disorders using the partner assisted scanning method: A pilot study

Background: Cerebral Palsy (CP) is a physical disability impacting movement, posture, and communication. For children with CP and severe communication challenges, methods like Partner Assisted Scanning (PAS) are invaluable. Despite its effectiveness, research on PAS in the context of Thailand is scarce. Objectives: This study aimed to develop and validate a communication book and related materials for children with CP, utilizing the PAS method. Additionally, the study aimed to analyze communication partners’ satisfaction levels with the communication book. Materials and methods: The study involved two phases. First, four instruments were developed and assessed for content validity: The communication Abilities Assessment, the Communication Partners’ Satisfaction Survey, the Communication Book Manual, and the Communication Book. In the second phase, these instruments were tested with three families, evaluating partner satisfaction and addressing encountered issues. Results: The study demonstrated high content validity of the communication book (overall validity index=0.97) as assessed by specialists. Feedback highlighted concerns about the book’s format and the time needed for children to grasp its usage. However, communication partners expressed overall high satisfaction (mean=4.67, SD=0.49). Conclusion: This pilot study establishes the robust content validity of the communication book developed using the PAS method. Moreover, it underscores high satisfaction levels among communication partners, affirming the potential of the communication book to enhance communication skills in children with CP.

Effect of online parent training in promoting language development of children with language delay in Hubei province, China.

Training parents to implement language and communication intervention strategies is an effective approach to promote language development for children with language delay. This study introduces an online parent training program conducted in Hubei province, China, which was designed to help parents of language-delayed children with a diagnosis of autism spectrum disorder (ASD), developmental language disorder (DLD) or global developmental delay (GDD) apply language intervention strategies into daily interactions and promote their children's language development at home. The Bethel Hearing and Speaking Training Center Family Training for Early Communication & Language Development (Bethel Family Training Program, BFT) (Bethel HSTC, 2020) was designed to improve the language and communication skills for children with language delay in a naturalistic way. The caregivers (including parents, grandparents and other main caregivers) participated in an 8-h online program, including lectures on milestones in child language development, common misunderstandings of child language development, and three basic family language intervention strategies ('Looking together, playing together, and talking together') incorporating active learning through video analysis and discussion. Tongji Hospital in Hubei then continued with 3 months of online home intervention monitoring to all the caregivers via weekly online Q&As led by BFT certified speech therapists' team. The Gesell Developmental Schedules (GDS) was carried out before the online parent training program and after the 3-month online home intervention monitoring. 146 families whose children aged 12-68 months with language delay participated in the online training program. The results of the GDS assessments conducted before and after the program showed that not only did the developmental quotient (DQ) of language improve, but so did the DQ of social behaviour and adaptive behaviour (p < 0.001). There is no between-group difference in the application of three strategies between the ASD group and the DLD or GDD group (p > 0.05). Furthermore, both caregivers' ability to apply 'looking together, playing together, talking together' strategies and the effective interaction time played important roles in improving the child's language abilities. The online parent training focusing on improving daily interaction with children through speech-language stimulation strategies promoted the development of language skills. It is an economic and practical approach for children with language delay who have limited access to local language intervention programs. What is already known on the subject Parent-implemented language intervention is an effective approach at improving children's language development. Telepractice is an appropriate model of service delivery for audiologists and speech-language therapists and may be the primary mode of service delivery or may supplement in-person services. What this paper adds to the existing knowledge This paper explores the effectiveness of an online parent training program and provides new evidence that online training on language support strategies (looking together, playing together, talking together) followed by home intervention monitoring works for Mandarin-speaking children and it is equally effective for children with ASD and non-ASD diagnosis. What are the potential or actual clinical implications of this work? Developmental behavioural paediatricians and speech-language therapists in countries and areas that lack sufficient training resource for every child will have the option to deliver parent training and home intervention monitoring online, which will save time and cost considerably while offering convenience.

Implementing co-enrollment in preschool education in China: A case study

ABSTRACT This study aims to document the implementation of sign bilingualism and co-enrollment education in a kindergarten in Quzhou, Zhejiang Province, China, to identify the major characteristics of the programme, and to report findings of children’s language in terms of vocabulary and surveys on the views and attitudes of the stakeholders of the programme, including deaf and hard-of-hearing (DHH) as well as hearing children and teachers. The results indicate that (a) both deaf and hearing teachers enjoy working in the Sign Bilingualism and Co-enrollment (SLCO) class and believe it is beneficial for their professional development; (b) parents of both DHH children and hearing children are happy to send their children to the SLCO class; (c) the teachers and parents agree that the SLCO programme is helpful for the overall development of not only the DHH children but also the hearing children. They believe that such an environment benefits the children's language and communication skills and the development of self-confidence and social cognition; (d) both the teachers and parents believe that the DHH children and their hearing peers get along well with each other in the SLCO class and also enjoy learning sign language. Furthermore, they all agree that the SLCO programme is promising and should be continued in the current school and implemented in more schools.

СРАВНИТЕЛЬНЫЙ АНАЛИЗ ПРЕДПОСЫЛОК СОЦИАЛЬНОЙ КОММУНИКАЦИИ ПОДРОСТКОВ С МЕНТАЛЬНЫМИ НАРУШЕНИЯМИ

Introduction. Currently, the issues of studying and developing communicative skills in children with disabilities are among the priority areas of modern correctional pedagogy and rehabilitation. The relevance of this issue is due to the need to expand the possibilities of their socialization, which is closely related to the formation of a system of life competencies based on knowledge of the basic patterns of social interaction, the ability to effectively use communication skills with other people in various situations of daily activity. The greatest risks of social and communicative maladjustment are observed among children with intellectual disabilities. The article presents the materials of theoretical analysis and the results of a comparative study of the social and communicative sphere of adolescents with different levels of intellectual underdevelopment. Materials and methods. The experiment involved 118 adolescents with varying degrees of intellectual development disorders (42 children with delay in mental development, 49 adolescents with mild delay in mental development and 27 children with moderate delay in mental development). Empirical data were obtained on the basis of the scientific and Practical Center for Mental Health of Children and Adolescents named after G. E. Sukhareva and the Center for Speech Pathology and Neurorehabilitation of the Moscow Department of Health. In the process of research and preparation of the article, methods of analyzing literary sources, experimental methods of studying the social and communicative sphere, methods of statistical processing of research results were used. The results. The specific difficulties of communicative behavior that arise in adolescents with ASD, mild and moderate severity of intellectual disabilities have been identified. The experimental data obtained can be taken into account to determine the content of speech therapy work aimed at developing social communication skills in children with varying degrees of intellectual underdevelopment. Conclusion. The problem requires further study, development and implementation of special differentiated technologies for the formation of competencies in the social and communicative sphere of adolescents with intellectual disabilities.