The article discusses the features of emotional-volitional disorders, in particular autism spectrum disorder (ASD) in primary school age. The characteristic features of emotional and volitional manifestations in ASD are analyzed, the key factors influencing the formation of these disorders are described, and the main directions of correctional work are considered.

The purpose of this article is to characterize the features of emotional-volitional disorders with autism spectrum disorders and to evaluate whether the systematic use of fairy tale therapeutic methods for the development of dialogic speech in children with ASD and, at the same time, the reduction of emotional-volitional disorders (anxiety, aggressive outbursts and impulsivity).

Methods: observation, participant observation, Philipps Anxiety Scale.

Results: the basic principles of organizing fairy tale therapy classes are presented, examples of visual fairy tales are given and the results of using this technology in psychological and pedagogical practice are analyzed, practical methods and techniques are proposed that can be useful to teachers, psychologists, and parents to mitigate emotional and behavioral difficulties in children with ASD at primary school age.

The results obtained confirm the feasibility of including fairy tale therapeutic methods in a comprehensive correctional program for primary schoolchildren with emotional-volitional disorders.

Key words: emotional-volitional disorders, autism spectrum disorders, primary school age, fairy tale therapy, folk tales.