The summer issue of the journal Clinical Psychology and Special Education (No. 2-2025) has been published. The special theme of the issue is "Childhood dysontogenesis: diagnosis, correction, assistance, support.".
The issue opens with a theoretical study by N.V. Babkina and A.M. Fedoseeva, devoted to building the structure and logic of psychological and pedagogical support for adolescents with disabilities. In the article, the authors justified the allocation of 5 areas in the field of life competence and revealed the content of each of them.
The heading "Empirical research" has combined eight articles. The problem of an inclusive educational environment is discussed in an article by a team of authors from the Moscow State University of Psychology and Education. The authors consider the concept of special educational needs from the point of view of expanding its categories and emphasize that a personalized approach to learning in inclusive schools requires taking into account a wide range of special needs that arise in different groups of students, such as children studying in a foreign language, deviant adolescents, gifted students and students in difficult situations.
The study by I.A. Zolotova and S.A. Khazova involved mothers of newborn children with various problems of the peri- and neonatal period, including congenital malformations, intrauterine infections and disorders related to adaptation. The authors consider the peculiarities of the emotional state of mothers and their acceptance of the role of the mother of a child with an atypical course of the neonatal period as a significant risk factor for further dysontogenesis in their children, requiring consideration and correction in individual programs of assistance and support for the mother-child dyad.
A comparative analysis of cognitive functions in preschool children with motor alalia and erased dysarthria is presented in the article by A.P. Bizyuk and A.S. Chernikova. It has been shown that with a similar external manifestation of these speech disorders, children with erased dysarthria demonstrate better preservation of cognitive functions.
The actual problem of the negative impact of gadgets on the mental development of children has been studied in the work of T.V. Zhilyaeva and a large team of co-authors. Based on empirical material, the authors have demonstrated the negative impact of gadget use on the speech, intellectual development and neurocognitive functions of preschool children, especially with early onset and prolonged daily use.
The emotional sphere of children with chronic diseases has been the subject of research in two papers. In the study of T.A. Suryaninova, Yu.L. Petrachevskaya, A.S. Fetisova, the emotional sphere of primary school-age children with chronic skin diseases was studied. The authors showed that children with atopic dermatitis have higher rates of aggression, depression, and impaired self-esteem compared with healthy children and children with type I diabetes mellitus. Emotional relationships in their families are characterized by a greater focus on the child's condition and a weak desire for physical contact.
A study by a team of authors from the N.P. Bekhtereva Institute of the Human Brain of the Russian Academy of Sciences presents the results of a study of the psychological status of adolescents with multiple sclerosis. The authors showed the presence of increased verbal aggression, feelings of guilt, anxiety, and initial signs of cognitive decline. It is noted that pessimism and autism in such adolescents indicates a possible increase in emotional and personal tension and deterioration of cognitive functions with the development of the disease.
The problems of learning hidden rules in children with ASD were studied in an experimental study by D.I. Shipova, A.A. Kotov, T.N. Kotova. It is shown that children with ASD learn categorical prototypes more successfully with an active learning format, where they independently choose examples, than with a passive format. In contrast, their learning of verbal rules does not depend on the learning format and is similar to the results of neurotypical children.
The section concludes with an article by A.M. Kazmin, T.S. Bengraf, A.V. Popova et al., in which the authors shared their experience of early family assistance in the social protection system in Moscow. A significant positive effect of psychological counseling of parents receiving early care services on their emotional state and self-confidence as a parent was noted.
The heading "Applied research" is represented by an article by O.A. Popova, N.G. Butuzova, O.N. Dobrova, E.S. Savenkova, who spoke about the experience of conducting functional communication training for adolescents with autism in a school environment. As a result of the training, the number of episodes of undesirable behavior decreased among all participants and the number of communicative reactions increased.