The article is devoted to the dynamics of the emotional development of children with autism. Deregulations of emotions occupy a central place in the clinical picture of this type of disorders. In the early school years, they become the main obstacle in the socialization of these children. The present paper describes the options for the development of emotional regulation in autism spectrum disorders of varying severity at the beginning of schooling. The main emphasis is on comparison with age norm. The factors affecting the prognosis of social adaptation are analyzed.