<p style="text-align: justify;">We present the development of the learning behavior patterns in children with autism spectrum disorders (ASD) with severe multiple developmental disorders (SMDD) on the model of a number of individual behavioral patterns of which the group activity &ldquo;Circle&rdquo; consists. The &ldquo;Circle&rdquo; is one of the most important organizational activities in the classroom. The study involves a class consisting of five children with severe and multiple developmental disabilities (SMDD) enrolled in the special school education program for children with ASD (so-called adopted general education program type 8.4). Present article covers the issues of the structure of the stereotype of the learning behavior, the aims of the planning psycho-educational work. As a result of the training, all children showed positive dynamics. Also, concomitant positive changes were noted associated with adaptation to schooling. After additional evidence-based studies, it is possible to transfer the practice to work with children with other developmental disorders.</p>

This article is a review of foreign studies devoted to the organization of psychological and pedagogical assistance to preschool children with severe multiple disorders (SMD). Retrospective data and modern ideas about this nosological group in Russia are presented. In parallel, modern ideas about it in other countries, current research in the field of diagnostics, organization of education, upbringing and social rehabilitation of preschool children with severe disabilities are considered. Among the measures to address issues of development of the socio-communicative sphere, the effectiveness of measures aimed at teaching preschoolers and their immediate environment to use the means of alternative and additional communication, ensuring accessible and developing communication was noted. Among the features of the development and implementation of special educational programs, the importance of a team approach, cooperation with the family and orientation towards teaching disabled child vital skills are highlighted. When comparing the subject of discussion with domestic theory and practice, the similarity of terminological contradictions was noted, as well as the recognition and use in our country of many foreign methods and approaches.