The capacity to empathy is an important precondition for development of social competence of a child and also for his/her overall emotional wellbeing. Therefore, the studying of the mechanisms and factors contributing to the formation of this ability is important for developing of the intervention program.The aim of this research was to study the features of the process of empathy in children with mental retardation per se, as well as to study the relationship between child-parent relations and maturing of empathy.The research included the following methods:Neuropsychological diagnosis;The experimental method (presentation of emotionally charged videos);Lüscher Color Test test;Self-assessment of child's emotional response;Drawing of a family;PARI- technique of E. Schäfer, and R.Bell in T.V.Netscheret's adaptation;Statistical analysis included U-Mann-Whitney test, t-Student test and Spearman correlation analysis.The experimental group consisted of 20 children of 6-7 years old with mental retardation (15 boys and 5 girls) and their parents. The control group included 23 children (15 girls and 8 boys) of the same age and their parents. The study has showed that the children of the control group are more emotionally responsive than the children in the experimental group. Child-parent relations in the control group were more satisfactory than in the experimental group. The positive correlation between favorable child-parent relations and the ability of the child to the emotional response has been observed in the control group, but not in the experimental group.

Self-regulation development can be described as a process having multilayer causation. Following Nikolaeva (1991), we consider selfregulation as a system process, supporting relevant to the conditions changeability, flexibility of person's life activity. The self-regulation model (Nikolaeva, 1991) consists of three levels (the level of selfregulation of psychic states, the operational and the motivational levels). The aim of the current research was to influence on malfunction of the first level of self-regulation. The experimental group included 30 students in the age of eight-nine years having problems with school education because of instability and lack of concentration. The control group consisted of 32 children of the same age with the same problems not taking part in the intervention course. The basic diagnostics method was the Luria's neuropsychological battery of tests, adapted by Semenovitch (2002). The intervention method, applied in this study, was the method of sensomotor correction (Goryacheva, Sultanova, 2003). It is based on the Luria's theory of three functional blocks of brain (Luria, 1962) and focuses on normalization of first functional block of brain by means of motion. The correction process included four stages with special exercises (breathing, locomotory, oculomotor etc.) each one. Some basic exercises were performed throughout the whole intervention period. During eight months the children have been having two one-hour group sessions per week. Each group consisted of 6 persons. Comparison with the control group has shown that the sufficient positive changes of self-regulation level have taken place in the experimental group. Improving of school results, more pronounced in experimental group, also confirms that sensomotor correction is a powerful way of self-regulation development.

The article concerns the 5th World ADHD Congress, organized by the World Federation of ADHD in May 2015. It informs about the lectures, symposia and discussions of diagnostics and differential diagnostics of ADHD, as well as issues, concerning intervention programs.

The famous Russian psychologist and neuropsychologist Yuri Mikadze turned 75 on May 26. The staff of the Faculty of Clinical and Special Psychology of the Moscow State Pedagogical University, the editorial board of the journal "Clinical and Special Psychology" sincerely congratulate Yuri Mikadze on his anniversary, wishes health, happiness and long years of fruitful work in science and education. These congratulations are joined by the staff of the Department of Clinical Psychology of the Faculty of Clinical Psychology and Social Work of the Pirogov Russian National Research Medical University.

Autistic Spectrum Disorder (ASD) includes a wide range of various impairments demanding a special approach on every single stage of development.The aim of the research was finding out the features of psychomotor development of children with ASD. Accordingly to the aim the research had following objectives:Detection of impairment mechanism of regulation of psychic process belonging to different levels, based on the analyses ofnormal intrauterine psychic development.Marking out several groups of children having different levels of psychomotor development.Working out the directions of intervention and evaluation their efficiency.ResultsThe analyses of normal intrauterine psychic development, based on principle of reconfiguration of cross-functional connections, system organization and construction of psychic functions hierarchy, allowed marking out four groups.Sensory level of psychic development, serving for keeping the internal homeostasis.Perception level of psychic development, working out a certain range of automatisms.Level of bodily-spatial analyses, helping to master either inner or outer space.Voluntary level of psychic development, building not vertical but horizontal inter-hemispheric connections.For every group of children we have marked out the diagnostic indications and stated the correction tasks. We propose the whole structure of sessions: sequence, periodicity, evaluation criteria for psychomotor correction. The correction method does not have a hard fixed structure, its application to children having Autistic Spectrum Disorder demands individual approach. It also has a range of contra-indications