A comprehensive study of the functional state of teachers working with children with autistic spectrum disorders, with approaches to its correction

The article examines the importance of functional impairment in teachers working with children with autism spectrum disorders in the development of emotional burnout. The study conducted using the developed questionnaire, a set of psychological techniques and a study of the autonomic nervous system allowed us to establish that teachers in the phase of emotional stress have psychophysiological reactions that differ from the norm but are in different directions, allowing us to establish a suboptimal functional state. The proposed set of techniques allows us to draw conclusions about the key links in the development of a suboptimal functional state and determine approaches to its correction in order to prevent emotional burnout.