Underdevelopment of social skills in children with autism spectrum disorders (ASD) (such as eye contact, participation in cooperative play, turn-taking, and socially requesting help) hinders their integration into the educational environment and full participation in the learning process. In our country, these skills are often viewed as simply a "behavioral problem" and are not systematically planned as a targeted form of instruction. In this regard, the structured social interaction training model is relevant. This study assessed the impact of an intervention based on applied behavior analysis (ABA) on the development of social skills in children with ASD. Twelve children with autism spectrum disorders, aged 5 to 7, participated in the study. During the personality development phase, an 8-week program based on applied behavior analysis (ABA) was conducted (an average of 3 sessions per week, each lasting 40-45 minutes), and social skills were compared before and after the intervention. The target skills were: independently establishing eye contact, engaging in and maintaining cooperative play, waiting one's turn, and formulating functional social requests. The study showed significant improvements in the frequency of making eye contact, time spent in cooperative activities with peers, and skills in asking for help/objects in a social setting. Many children began to express their needs in a socially appropriate manner rather than yelling. Structured ABA intervention based on this approach strengthens the potential of children with autism spectrum disorders (ASD) to participate in the educational environment by teaching social skills as targeted, measurable behaviors, and this approach is effective for integration in the Russian context.