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Enhancing a social interaction of children with autism at the school is challenging. Therefore, a guidebook for teachers regarding building social interaction among children with autism is essential. The purpose of this guidebook is to help teachers to improve children with autism social interaction. Thus, this research aims to understand the teachers' reception using guidebook on socio-personal guidance to improve social interaction among children with autism in an inclusive school. This research applied a quantitative approach. Data were collected through a questionnaire and analyzed with simple statistic descriptive. The results showed that teacher guidebook in personal social guidance with role-playing technique to increase social interaction of children with autism in inclusive school is well accepted by teachers as teachers' responses towards the use of this guidebook are positive.

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The purpose of this study is to describe the effect of assertive training to reduce aggressive behavior of students with mild intellectual disability of grade ten SMALB (Special Senior Public School) Sidoarjo. This study used a quantitative approach with type Single Subject Research (SSR), A-B-A design. The technique of collecting data used observation. The data analysis technique used was visual analysis in conditions and visual analysis between conditions for frequency and duration data, while quality data were analyzed using descriptive percentage techniques. The results showed that in the baseline phase (A1) the average aggressive behaviors of students during the 40 minutes is 35, 5 seconds with an average frequency of 14.25 times with the quality of severe aggressive behaviors. In the Intervention phase (B) the average aggressive behaviors carried out by students in 40 minutes was 9.2 seconds with an average frequency of 5.7 times with a mild quality of aggressive behaviors. In the baseline phase (A2) the average aggressive behavior carried out by students in 40 minutes was 15.5 seconds with an average frequency of 7.25 times with mild aggressive behavior. Thus, it can be concluded that during the intervention phase there was an effect of assertive training to reduce the aggressive behaviors of students with mild intellectual disability.

This study aims to examine the effect of using the modified index card on the social interaction of children with intellectual disability. This study used a pre-experimental research of one-group pre-test post-test. The number of subjects in this study were 6 children with intellectual disability. The average pre-test score was 33.92 and the average post-test score was 78.96 by giving treatment/ intervention 6 times in class. The conclusion of this study is that H zero (H0) is rejected and the working hypothesis (Ha) is accepted, Z count (Zh) = 2.096 is greater than Z table (Zt) = 1.96 with a critical value = 5%. So the use of modified index card match affects the social interaction of children with intellectual disability.Keywords: modified index card match, social interaction, children with intellectual disability 5th