The article analyzes the research on the diagnosis of speech development among children with autism spectrum disorders. It is taken into account that a comprehensive idea of the state and features of a child's formation speech as a means of communication can be obtained only in the process of a comprehensive examination and analysis of his or her speech activity. It is proved that the majority of diagnostic techniques are not suitable for use in diagnosing of the level of speech and communication development of autistic children. It is noted that to assess the formation of dialogic speech of preschool children with autism, there are very few methodological developments, they are not perfect, and they should be adapted to the characteristics of each child. Diagnosis of the level of development of dialogic communication is to determine the level of formation of actual dialogic skills: the initiation of a communicative act, the ability to support and complete the conversation, coherence and logic of expression, intonation of dialogue; ability to communicate in pairs, groups, teams; ability to address with a request, a message, a demand, a greeting, to meet, to apologize, to thank, to say goodbye, to attract attention; an ability to use non-verbal means of communication; ability to ask questions, to use replica-stamps in speech, knowledge of dialogue etiquette and grammatical correctness. In accordance with the outlined indicators, a selection of diagnostic techniques aimed at determining the state of development of dialogic speech in children with autism spectrum disorders was carried through. The levels of development of dialogic speech in preschoolers with autism spectrum disorders are described: low, medium, sufficient (which was not recorded among the respondent. All children have had echolalia, speech stereotypes, autodialogues recorded, which indicates a lack of understanding of what they are told, misunderstanding of requirements, disability to form answers or reluctance of communication in general. Analysis of the results of the study showed that misunderstanding of speech, of the meaning of nonverbal means of communication by children with autism spectrum disorders and the inability to initiate conversation leads to refusal to interact with other people, and their alienation.
The Serbian experience of challenges of parenting children with autism spectrum disorders during the COVID-19 pandemic and the state of emergency with lockdown
