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This article presents the experience of working with children with disabilities to correct issues in the communicative sphere. The aim of the study is to validate music therapy technologies used to improve the adaptive abilities of children with autism spectrum disorders and the delay of speech development. The essence of the method is in the orchestrating of a productive interaction for the child and overcoming communicative limitations through the inclusion of a musical instrument – the synthesizer. The article offers a tested sequence of steps for corrective measures which help to broaden the spectrum of communicative possibilities for the child. The main factors that determined the direction of the correctional and developmental work were the specific psychological and pedagogical features of the development of the child with these disorders as well as the educational and correctional potential of a musical instrument used in work with such group of children. During the ascertaining stage of the research, the assessment of the children’s functional abilities was conducted using the observation method, employing functional behavioral scales (Kazmin, 2015). This approach allowed similar characteristics among the studied groups of children to be identified. The sequence and content of the exercises during the training part of the experiment was aimed at a qualitative change in the indicators of the children’s level of maturity in their communication skills. A specific meaning and behavioral effect were appointed to a certain sound complex; labeling of the lessons’ stages was also used. As a result, along with qualitative changes in indicators that were common for both groups, some specific features of each of them were noted, appearing both in the working process with children and in a control group . The results of this work confirmed the effectiveness of a music therapy approach and, in particular, the use of the electronic keyboard synthesizer in correctional work on communication initiative development in children with disabilities. The study’s results were confirmed by the dynamics of these children’s functional development.