The formation features of educational behavior of young preschool children with autism spectrum disorders

The article addresses the problem of forming appropriate educational behavior in young preschool children with autism spectrum disorders (ASD). The research aims to justify the need for a system of methods and techniques designed to overcome educational behavior disorders in this age group. The research is based on the understanding of ASD as a type of neurological disorder accompanied by impaired sensory integration, consequently affecting a person’s cognitive, communicative, and behavioral functions. The research novelty lies in the generalization of symptoms indicating sensory integration dysfunction in children with ASD and the justification of corrective activities in three areas: social interaction between the child and adults and peers; group work; and the ability to follow established rules. As a result of the research, the author formulates practical recommendations for forming educational behavior, ultimately enabling the inclusion of a child with ASD into a peer group and a successful educational environment.