The psychological characteristics of four groups of children with ASD, differing in severity and specificity of manifestations of disorders, are presented. It is shown that qualitative differences can be due to one primary deficiency in different degrees of criticality, which reduces the child's endurance in contact with the environment and disadapts him in solving vitally significant adaptation tasks. the specifics of his disadaptation, the severity and quality of mental development disorders. The groups are not considered as separate clinical forms and are used as guidelines in the differentiated psychological diagnosis of ASD, setting tasks and assessing the dynamics of correctional work.

The article examines the concept of emotional experience as the most important component of a child's individual affective experience; analyzes its content in a preschool child with normal development, the features and difficulties of its formation in children with autism spectrum disorders. It shows how the task of developing emotional experience in a child with ASD is solved in line with the emotional and semantic approach to the correction of autistic disorders; the successive stages of this work are highlighted; its methods are given.

The article presents the “Personal Stories” method, developed within the framework of the emotional-comprehensive approach to the treatment of autism spectrum disorders. The method is based on the use of emotionally significant experiences for the child, which are captured in photographs or drawings, commented on and discussed, placed in a meaningful context, and arranged in a logical sequence. The goals and objectives of the method that is focused on the child’s personal experience processed through shared emotional experiences and reflections with an adult on everyday events are considered. A comparison is made between the “Personal Stories” method and the widely used “Social Stories” method, which is commonly employed in specialized support for children and adolescents with autism spectrum disorders.

Статья посвящена специфике дневниковой работы с детьми, подростками, молодыми людьми с расстройствами аутистического спектра. Описан «Дневник событий и впечатлений» – психокоррекционный метод, разработанный в рамках эмоционально-смыслового подхода, который создан в Институте коррекционной педагогики. Приведен список тех трудностей, на смягчение которых направлено применение этого метода, а также принципы оказания психологической помощи при ведении «Дневника».

The article reveals the fundamental principles of a systematic approach to solving key tasks of comprehensive medical, psychological and pedagogical assistance to children with autism spectrum disorders in the context of their continuing education. With an emphasis on the priority of the educational paradigm of working with autistic children, individual issues of the organization and content of interaction between teachers, parents and children, a combination of educational, medical and correctional-developmental work, guidelines for educational activities taking into account the special and specific educational needs of autistic children, the use of various correctional approaches and methods are discussed. The key conditions for the successful design of models of continuing education for children with ASD from the pre-school level to the level of secondary vocational education are highlighted.

Speech disorders (absence or extreme difficulties in its use) are one of the most common components of severe mental disorders. Violations of oral speech have a negative impact on the quality of life, limiting the ability to express their own needs, hindering social interaction. An important condition for the normalization of life is the introduction of alternative and additional communication (ADC) and visual supports. Results: The percentage of the need for the use of ADCs and visual supports was determined, the main steps of the introduction of ADCs and visual supports for residents of neuropsychiatric boarding schools (PSNI) were highlighted. A case study is described on the choice of ADC tools and visual supports for a young person with autism spectrum disorders.

The article presents the results of a study aimed at developing and testing technology for teaching reading to children with ASD and intellectual disabilities. The results of diagnostics of students' readiness to master reading based on the assessment of the functional basis of reading are described. Based on a comparative analysis of diagnostic results, typological groups of students who need a different approach to learning to read have been identified. The features of the technology of teaching reading based on a differentiated approach are revealed; special conditions, content and main directions of work with children of different typological groups are described.