One of the main obstacles to full communication and socialization is the impairment of the communication sphere in children with autism spectrum disorder. Competent diagnostics will help to identify at what level of development of social and speech skills the child is and in the future to develop goals and objectives for correctional work. This article discusses the problem of diagnosing the formation of speech and social skills in children with autism spectrum disorder, describes the results of a diagnostic study, based on the analysis of the results, formulates conclusions about the level of development of speech and social skills. Analysis of the data obtained showed that the survey participants were insufficiently developed in all categories of skills acquired through VB-MAPP. The least developed were the skills of naming objects, expressing requests, social skills. Based on these results, it can be concluded that children with autism spectrum disorder experience the greatest difficulties in social contacts, such as difficulties in making requests, interacting with people and in the absence of reactions to speech addressed to them. In this regard, difficulties occur in the development of speech skills. The survey showed that all participants in the experiment need an intensive program of correctional work, including work on the development of communication skills, speech understanding; training in cooperation, social and play skills. The research results can be used in the development of individual correctional and pedagogical work on the development of communication skills in preschoolers with autism spectrum disorders.

Relevance. The ability of children with hearing impairments to recognize and determine their own conditions and those around them, to build adequate forecasts determines the success in socializing, in their interaction with others, both adults and peers, and in establishing relationships with them, which determines the relevance of the study. The objective of the study is to determine the specifics of the relationship between the processes of identifying mental states, predicting and criteria for the success of interaction between children and other people measured by communication skills and emotional well-being / distress. The following methods were used: “Emotional faces” (N.Y. Semago), “Ugadayka” (L.I. Peresleni and V.L. Podobed), “Methodology for determining the level of development of the communicative abilities of preschool children” (N.E. Veraksa), “Scale of emotional distress and atypical behavior” (A.M. Kazmin, N.A. Konovko, O.G. Salnikova, E.K. Tupitsina, E.V. Fedina). Sample. The study involved 15 preschoolers with hearing impairment , 100 preschoolers without hearing impairment, 16 children of primary school age with hearing impairment, and 40 - without hearing impairment. Results. It was found that the processes of predicting and identifying mental states are interrelated; the relationship is mediated by other variables (emotional well-being, communication skills), the structure of the relationship is deteriorating with age in children with and without hearing impairments. The following conclusions were drawn: the structure of prognosis for children with normotypical development and hearing impairment has a general tendency in dynamics ( secondary variables fallout) and specific signs, manifested in the level of complexity and completeness of the structure; having a common foundation (subjective experience) identification and forecasting processes are interconnected only in preschool age; with time their relationship is mediated by additional variables (emotional well-being and communication skills); children with hearing impairments have a less complex structure of the relationship between predicting and identifying mental states against emotional well-being and communication skills.

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This article will consider the problem of the development of thinking and speech in children of modern society at an early preschool age using play situations. Experts have come to the conclusion that the leading activity for children is a play form. It causes the qualitative development of the child as a person, as well as develops speech and thinking.