Abstract
This article presents the results of an experimental study examining the use of the Social Stories method in the development of learning-behavioral skills in early primary school-aged children (6–7 years) during individual developmental sessions. The intervention demonstrated positive changes in instruction-following, self-control, sustained attention, and social engagement. The findings indicate that the Social Stories method contributes to increased motivation for learning activities and improvement of learning-behavioral skills. However, the degree of progress varies depending on the level of cognitive development and the severity of speech impairments.