<p>The aim of this study is to investigate and develop approaches to address the challenges faced by children with emotional and volitional disorders, particularly those on the autism spectrum, in dialogical communication. The participants in the study were 86 young schoolchildren aged 6–9 years with diagnosed emotional and volitional disorders, as well as their parents. Through participant observation, teacher reports, post-intervention testing, and interviews with parents, the study identifies key difficulties in dialogical communication, including limited initiative, problems with turn-taking, literal interpretation, deficits in social pragmatic skills, and repetitive speech patterns. Based on these findings, a comprehensive intervention program was developed and implemented, incorporating evidence-based teaching methods, collaborative efforts between psychologists and teachers, and activities promoting social communication and dialogical interaction. The results indicate progress in alleviating the observed difficulties among participants. However, challenges persist in addressing repetitive speech patterns, highlighting the need for further research and intervention efforts in this area. The results showed that the experimental group demonstrated a slight but statistically significant improvement in dialogical communication skills compared to the control group. The results indicate a significant difference between the scores in the two groups. These findings have practical implications as they may serve as a basis for improving the communicative skills of children with emotional and volitional disorders, thereby impacting their socialization and further integration into society.</p>