Students diagnosed with autism and ASD experience anxiety more often than typically developing children, which leads to social and behavioral problems. The studied indicator “social anxiety” is closely related to social skills not only in students with autism, but also in students with normal or typical development. Social anxiety as a symptom is not often examined in the context of social skills interventions and in aspect of performance of the activity or task. In the present study, based on auxiliary school No. 6 in Chisinau, changes in social anxiety and social responsiveness were compared in adolescents with autistic disorder participating in a study on an adapted program of training and development of regulatory skills. The research we conduct nowadays and the pre – results obtained show that social skills and social behavior improved significantly after almost three months completing the adapted program.