(2025) Science and education, 2, 64-70. Odessa.

Ivan Sulyatytskyy, 
Candidate of Psychological Sciences, Associate Professor,
Associate Professor at the Department of Special Education,
Ivan Franko National University of Lviv,
1, Universytetska Str., Lviv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-3769-5630

Veronika Mysyuk, 
Applicant at the Department of Special Education
Ivan Franko National University of Lviv,
1, Universytetska Str., Lviv, Ukraine,
ORCID ID: https://orcid.org/0009-0009-9410-7290

UKRAINIAN INNOVATION OF PSYCHODIAGNOSTICS IN SPEECH THERAPY PRACTICE

The article presents a study of the problem of psychodiagnostics of speech and cognitive development in preschool children, particularly those with special educational needs. The relevance of the topic is driven by the increasing number of children with complex speech disorders, such as alalia, dysarthria, general underdevelopment of speech, and autism spectrum disorders, as well as the need to improve speech therapy diagnostic tools for their assessment. To enhance the quality of speech therapy diagnostics, a psychodiagnostic questionnaire was developed and implemented. It is structured according to cognitive domains (sensory-perceptual sphere, memory, thinking, imagination, attention, language/speech), aligned with the age characteristics of preschoolers. This approach allows speech therapists to gain a comprehensive view of the child’s development by simultaneously assessing both speech and cognitive domains.The theoretical foundation of the study is based on contemporary clinical-pedagogical, neuropsychological, and psychological-pedagogical approaches to speech therapy diagnostics, as well as scientific works by Ukrainian and international experts in this field. The author’s psychodiagnostic method includes six cognitive functional blocks.The obtained results demonstrate a strong connection between speech development and other cognitive domains, particularly attention, memory, and thinking. Specifically, weaknesses in cognitive components such as memory, imagination, or voluntary attention significantly hinder speech development. The established profiles reveal individual variability within each diagnostic category and highlight the need for a differentiated approach in working with speech disorders in preschool children.The empirical data convincingly support the multifactorial nature of speech disorders and help determine the contribution of cognitive parameters in the comprehensive planning of individualized speech therapy interventions. The developed diagnostic toolkit has proven effective in identifying “strong and weak areas” of development, demonstrating high validity and adaptability for speech therapy practice.Based on the findings, practical recommendations were formulated regarding its implementation in early diagnostics, creation of individualized correctional pathways, and enhancement of speech therapists’ psychodiagnostic competence.

psychodiagnostics, cognitive sphere, speech disorders, speech therapist, sensory, attention, thinking, imagination, language, memory

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