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Autism Spectrum Disorder (ASD) is a developmental disorder that requires ongoing support and intervention from family and related parties. The role of families, especially parents, is crucial in the admissions process, the provision of emotional support, as well as active involvement in the therapy and social interventions of children with autism. Various studies show that social support and family education contribute significantly to the success of children's growth and development. However, families also face challenges such as limited access to services, social stigma, and lack of knowledge. Effective approaches that can be used such as knowledge enhancement through education, social support networks, and collaboration with professionals. In addition, government policy support and the availability of inclusive services are also important factors in supporting the success of interventions. This study uses a literature review methodology and focuses on the role of families in supporting children with autism holistically to develop a sustainable and effective intervention program based on family needs. These findings are expected to be the basis for the development of a more comprehensive and adaptive family assistance strategy for various socio-cultural conditions.

Children with Autism Spectrum Disorder (ASD) face unique challenges in building attachment relationships, due to ASD children experiencing impairments in communication, social interaction, and emotional regulation. This study aims to identify effective intervention strategies to improve the quality of attachment between parents and children with ASD through a Systematic Literature Review (SLR) approach. The review findings indicate that several interventions have proven effective in enhancing attachment between parents or primary caregivers and children with ASD, including the following interventions: DIR/Floortime, Focused Playtime Intervention (FPI), Parent-Child Interaction Therapy (PCIT), Circle of Security (COS), Positive Behavior Support (PBS), play training, massage therapy, and psychoeducation. The results of these interventions show that changes occur before and after the intervention, including strengthening two-way communication, increasing parental sensitivity, and improving the child's emotional responses. These findings have practical implications for parents, educators, and therapists in designing attachment-based approaches to support the social and emotional development of children with ASD. Responsive and supportive designing attachment-based approaches to support the social and emotional development of children with ASD. Responsive and supportive relationship-based interventions can build secure attachments between children with ASD and their parents and serve as an important reference in attachment-based parenting and therapy practices.

This study aims to explore parental involvement in the assessment process for children with autism and to understand their experiences, roles, and challenges. The study used a qualitative approach with a phenomenological design involving three parents of children with autism who had undergone assessment by professionals. Data were collected through in-depth interviews, observation, and documentation, then analyzed using thematic analysis. The results revealed five main themes: parents' initial awareness of their child's developmental differences, their role in providing developmental information, emotional experiences during the assessment process, the benefits of the assessment in improving understanding of the child's needs, and challenges faced during the process. The findings indicate that parental involvement significantly contributes to enriching assessment information and improving understanding of the child's condition, despite facing various barriers such as limited knowledge, time, cost, and emotional aspects. This study concludes that a family-centered approach is crucial in the assessment process. Therefore, stronger collaboration between professionals and parents is needed to support the optimal development of children with autism.

The increasing number of children with autism spectrum disorder in Indonesia presents new challenges for the inclusive education system, particularly in the development of social skills. This study aims to analyze the impact of floortime therapy on the development of social skills in children with autism at UPTD SMP Negeri 18 Depok City. The study employed a qualitative approach using a case study method, with data collected through observation, interviews, and documentation. The theoretical framework was based on the floortime implementation theory proposed by Greenspan and Wieder (2006) and the social skills theory by Rachmah (2018). The results indicate that floortime therapy has a positive impact on improving the social skills of children with autism, particularly in aspects of attention and engagement, two-way communication, sharing ideas and emotions, and logical thinking. The effectiveness of the therapy is further enhanced by the contribution of the surrounding environment, including family members, teachers, peers, and therapists, who play an important role in supporting the sustainability of the intervention. These findings emphasize that floortime therapy is not only effective as a therapeutic approach but also serves as a supportive strategy in improving the quality of inclusive education services for children with special needs.  

Inclusive education requires a comprehensive understanding of the characteristics and learning needs of students with special needs, particularly children with autism spectrum disorders. Assessment plays a crucial role as an initial step in identifying abilities, challenges, and educational needs to design appropriate learning interventions. This study aims to describe the results of developmental assessment of a child with autism in an inclusive education setting at SKH 01 Nurbayan Grade 5. This research employs a descriptive approach using assessment instruments that cover five developmental domains: social interaction, communication, behavior, emotional regulation, and sensory perception. The results reveal significant difficulties in social communication, including low social interest, delayed language development, limited nonverbal communication, and the presence of repetitive behaviors. Emotional regulation remains underdeveloped, and sensory processing issues are evident. These findings indicate that children with autism require individualized, structured, and needs-based educational interventions. Therefore, assessment serves as a fundamental basis for planning effective and sustainable inclusive learning programs.