Severe speech impairment is considered a common problem among preschoolers and elementary school students with disabilities. Such speech disorders can hinder a child's full development, as well as interfere with socialization and productive learning. This article presents the results of a study examining the characteristics of emotional response, recognition, and communicative activity in children with severe speech impairments. A comparative analysis of the results of emotional-personal diagnostics was conducted for children with severe speech impairments and children with typical development. The study results show that subjects with severe speech impairments exhibit a statistically significant decrease in the level of emotion recognition and communicative activity compared to children with typical development. With age, the severity of emotional-personal disorders in children with severe speech impairments decreases: the level of recognition of emotions in others increases; anxiety decreases; and the level of communicative activity increases. Hypotheses are put forward regarding the causes of the identified characteristics and differences in the compared groups of children within the framework of the concept of patterns of mental development in children with severe speech impairments.