The purpose of our research is to identify the effective tools for early Speech therapy intervention in working with children with Autism Spectrum Disorder (ASD) in order to provide their speech forming and development by using confinable methods. Besides, the purpose includes the thesis about high effectivity of systematic complex approach in case of work with ASD. Current research is based on theoretical materials from professional literature and on 14 years of own personal speech therapy professional experience. It is concluded that methods used in the speech therapy work with ASD children are effective in application, but as a result of the individual approach of the child's speech and communication, their combination at the appropriate stage of development provides a higher result. According to the World Health Organization’s (WHO) report (April 2017), every 160th child in the world has ASD. According to our ten-year (2007-2017) research in Armenia, there was a fivefold increase in the number of children diagnosed with ASD (Kharatyan & Hovyan, 2019). This sharp increase makes the interpretation of effective approaches to speech therapy intervention in children with ASD even more important. We emphasize the development of established methods and means of early speech intervention in the work with ASD, the development of a systemic approach and the introduction of conditions that will facilitate their early speech therapy intervention.

Nowadays autism spectrum disorders (ASD) are on the list of most frequent childish disorders. It is characterized by communicational, behavioural, and emotional difficulties, unique manifestations of cognitive processes, lack of communicational initiative. ASD is a developmental disorder that occurs in early childhood, persists into adulthood, and affects three areas of development: communication, social partnership, and behavior. So, when the means of communication are incomplete or absent, the normal course of the child's development is being disrupted, social adaptation becomes impossible. For the effective organization of speech therapy intervention of children, it is necessary to start child`s rehabilitation work as   possible of the child's development: The author's long time professional experience (15 years) in working with these children indicates that one of the keys to the best effectiveness of communication and speech development is early intervention, which can be organized only after the early detection and diagnosis of children with ASD. One of the prerequisites for early diagnosis is to ensure the continuity of the awareness process among parents, which is the main goal of our article.

It has been established that for the effective organization of speech therapy work with children with autism spectrum disorders (ASD), it is necessary to start it at the earliest possible stages of a child's development, up to 3 years of age [1]. However, the results of both professional analysis and our studies prove that very often even early organized speech therapy work does not give due efficiency, since the difficulties in the phase development of children in this group are due to a number of factors։ the peculiarities of a child’s development and mastering the means of communication are not taken into account, models of early intervention aimed at the formation of communication are often not developed, pedagogical conditions for their implementation are not created, there is practically no systematic approach to interdisciplinary team work and competent upbringing of children [2; 3]․ Our research is determined by the need to overcome the created contradiction.