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This study investigates the social skills, executive function and theory of mind of children diagnosed with autism. Defends the hypothesis of executive profiles and different social skills are directly influenced by the level of development of verbal language and the global intellectual capacity. This assumption underlies the current symptomatic heterogeneity in autism nosology and assists the proper diagnosis and treatment. This is a multicases study guided by methodological principles of Luria. Participated six children diagnosed with autism. The research protocol included anamnesis with the parents, interviews with schools, psychometric tests and qualitative activities. The initial hypothesis that the influence level of intelligence directly on the social skills to refute. It is confirmed, however, the decisive role of language development level for interaction and understanding of social processes. Soon, the verbal language development level directly influences executives and social skills profiles.