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In reality, the retarded children has a very sensitive position in the formation process of self-concept that works on their communication behavior in the social environment. This research article aims to express the implications of self-concept of behavior in both verbal communication and nonverbal communication of retarded children when they are interacting in a social environment. This research uses the qualitative method with symbolic interaction approach. The findings of the researchdoi:10.29313/mimbar.v32i2.1937 fatcat:ersa4zcqq5ezzifl2cobwkexne