<![CDATA[Autism Spectrum Disorder (ASD) merupakan gangguan perkembangan saraf yang ditandai dengan hambatan komunikasi sosial, interaksi timbal balik, serta pola perilaku yang terbatas dan berulang. Pada masa remaja, individu dengan ASD menghadapi tantangan yang lebih kompleks, terutama dalam fungsi eksekutif, perilaku adaptif, dan regulasi emosi di lingkungan sekolah inklusi. Penelitian ini bertujuan untuk mengetahui dinamika psikologis remaja dengan ASD, khususnya terkait splinter skills, hambatan fungsi eksekutif, serta peran positive reinforcement dalam regulasi emosi. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus tunggal pada seorang remaja berusia 15 tahun yang telah terdiagnosis ASD dan bersekolah di sekolah menengah inklusi. Data dikumpulkan melalui observasi partisipan, wawancara semi terstruktur dengan guru pendamping khusus dan orang tua, serta studi dokumentasi. Hasil penelitian menunjukkan adanya ketidakseimbangan antara kemampuan numerik yang menonjol (splinter skills) dengan hambatan fungsi eksekutif, perilaku adaptif, pola komunikasi ekolalia, serta kerentanan terhadap tantrum akibat perubahan rutinitas. Penerapan positive reinforcement terbukti membantu menurunkan perilaku tantrum, meningkatkan kepatuhan terhadap instruksi, serta mendukung kestabilan emosi dan fokus belajar subjek. Temuan ini menunjukkan pentingnya intervensi yang personal, kontekstual, dan berorientasi pada potensi individu dalam mendukung keberfungsian remaja dengan ASD di sekolah inklusi. Abstract Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by difficulties in social communication, reciprocal interaction, and restricted, repetitive patterns of behavior. During adolescence, individuals with ASD face more complex challenges, particularly in executive functioning, adaptive behavior, and emotional regulation within inclusive school settings. This study aims to explore the psychological dynamics of adolescents with ASD, particularly related to splinter skills, executive function deficits, and the role of positive reinforcement in emotional regulation. This study employed a qualitative method with a single case study approach involving a 15-year-old adolescent diagnosed with ASD and enrolled in an inclusive secondary school. Data were collected through participant observation, semi-structured interviews with a special education teacher and parents, as well as documentation studies. The results showed an imbalance between outstanding numerical abilities (splinter skills) and difficulties in executive functioning, adaptive behavior, echolalic communication patterns, and vulnerability to tantrums triggered by changes in routine. The application of positive reinforcement was found to help reduce tantrum behavior, improve compliance with instructions, and support emotional stability and learning focus. These findings highlight the importance of personalized, contextual, and strength-based interventions in supporting adolescents with ASD in inclusive school environments.]]>
