The ability to establish affective relatedness appears to be lacking in children with autism. As a result, the primary and secondary intersubjective engagements with others are impaired and affect the development of the child`s ability to symbolize. Research conducted on children with autism spectrum disorder (ASD) has identified quantitative data in connection with social behavior, pre verbal and verbal communication behavior, and emotional behavior. However, this research has not yet addressed the quality of the initial social and emotional relationships established by children with autism. It is widely known that the emotional connection is an important prerequisite for the symbolization ability in typical development (TD). The present research focuses on the investigation of two ASD children`s affective relatedness during their interaction with a therapist. A control group formed by 2 TD children was included in the investigation. The description of 5 taped scenes demonstrates that regardless of the qualitative differences among the ASD and TD groups, it is possible to observe a subtle trace of affective relatedness between the autistic children and the therapist.