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The fundamental goal of this paper is to provide several therapeutic approaches that are not exclusively imperative for the autistic preschool and school children. The prevailing impercipience of a text, or of a sentence is a result of the deficient semantic comprehension of a child with autism spectrum disorders. Children's literature contains a wide range of possibilities to shape language and its attributes by means of an original communication system, open to various interpretations, therefore providing numerous educational messages adapted accordingly to each environment, using a language that fosters thinking, reason. At the narrative level, the autistic child exhibits severe language deficits, because the narration of an event, situation, and fiction, despite the use of a special kind of language limited to only a few words, is almost non-existent.The encouragement of the communicative intention through an active literary language in which the present progressive verb is prevailing, the avoidance of static language, especially descriptions with no reasoning for the autistic student, the avoidance of narrative time and step-by-step story building games by means of audio, visual (videos, drawings), tactile stimuli, continuously doubled by the customary language of literary texts for children, the transformation of a character towards whom the autistic child exhibits an appropriate behavior, the transposition of the fictional reward into and as part of reality, irrespective of its social, verbal or physical nature, offered in the educational space by the educator, are only some of the effective approaches to changing the behavior of the autistic child

The Language of Literary Texts - Between Artistic Philosophy and Cognitive-Behavioral Therapy