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The research substantiates the role of clinical psychologists in the system of comprehensive rehabilitation within the conditions of bio-psychosocial model of rehabilitation. Practical experience and the analysis of scientific literature made it possible to describe peculiarities of modern complex rehabilitation and the problems experienced by clinical psychologists. The authors determined difficulties and characteristics of professional work of rehabilitation psychologist within modern legal terrain. One problem is the lack of professional standard for the profession of clinical psychologist. The other problem is the inconsistency in the use of terms denoting professional specifics. Тhe paper focuses on the specificity of psychodiagnostic and rehabilitative work of a psychologist in the light of changing theoretical basis of rehabilitation and the transition from the International Classification of Disability Disorders and Social Insufficiency to the International Classification of Functioning, Disability, and Health. The authors showed the discrepancy between the theoretical approaches of domestic and foreign psychology to the assessment of mental disorders. New professional tasks of the psychologist are defined taking into account multidisciplinary orientation of rehabilitation process. The paper describes the problems of professional training of clinical psychologists and specifies new educational tasks are specified proceeding from the modern approach to rehabilitation. Positive dynamics in the solution of the declared problem can be found in new legislative initiatives, development of General clinical recommendations for rehabilitation psychologists, scientific publications on psychological rehabilitation, update of educational programs for training clinical psychologists.

The article features an empirical study of the development of neurocognitive functions in moderate and late preterm children at the age of 3, 5, 10, 14, and 25 months. To date, this population of infants is 75–80 % of the total number of premature infants, but specialists of different profiles do not give enough attention to this group of children, which limits the amount of information regarding their neurocognitive development, in spite of the fact that prematurity at any gestation period gives the right to refer the child to a risk group of different impairments. Premature birth has a certain impact on the development of the infant’s brain, affecting the important processes of differentiation of neurons, myelination, synaptogenesis, etc. Neurocognitive functions were measured by the Bayley Scales behavioral technique, third edition (Bayley-III). The technique makes it possible to assess the cognitive development, the development of receptive and expressive communication, as well as fine and gross motor skills. The research demonstrated that moderate and late prematurity has a selective effect on the development of neurocognitive functions, and the degree of impact depends on the stage of ontogenesis and the sphere of development.