This article presents the results of a study aimed at identifying the characteristics of social skills in preschool children with autism spectrum disorders. The study methodically examined both quantitative and qualitative data derived from observations and questionnaires administered to parents, teachers, and professionals working with children diagnosed with autism. The analysis focused on critical aspects such as the manifestation of social interactivity, the capacity for non-verbal communication, the level of empathy, and the understanding of social norms. The study was conducted in preschool educational institutions and rehabilitation centers for children with disabilities in Kazan. The study involved 16 participants (13 boys and 3 girls), ranging in age from 3 to 7. A thorough analysis of the research results indicated that the social skills of the children under study were either not formed or were formed at a rudimentary level. The analysis revealed that the majority of the children under study exhibited an absence of peer and adult interaction. Furthermore, children have not yet developed play activities and self-care skills. The majority of the children exhibited a low level of initiative and activity. Additionally, these children demonstrated behaviors such as excessive noise and aggression. The practical significance of this study lies in the fact that the results presented can be used by professionals working with children with autism spectrum disorders. These results can form the basis for developing individualized educational plans aimed at helping these children develop social skills.