<![CDATA[This study is designed to identify behavioral transformations in children with Autism Spectrum Disorder (ASD) before and after receiving intervention and education at the Bina Widya Wicara Special Needs Children's Learning Center in Serang. Children with autism have distinctive characteristics related to communication, social relationships, and behaviors that are often rigid, repetitive, and difficult to manage, thus requiring specific learning techniques and approaches. The chosen research approach is descriptive qualitative, involving the collection of information through field observations, conversations with teacher assistants, and activity recordings. Data evaluation follows the Miles and Huberman (1994) framework, which includes data reduction, data presentation, and final conclusions. The study's findings reveal striking behavioral changes in the subject named Aira (16 years old), who initially often got angry, refused commands, and was aggressive toward teachers. After undergoing a learning process with tailored tactics, Aira showed progress in responding to calls, making eye contact, following simple instructions, and interacting with peers. The learning techniques used include setting behavioral boundaries, gradual communication, delivering clear instructions, and close cooperation between teachers and parents. This research emphasizes that systematic, personalized, and collaborative educational interventions can provide positive effects on the behavioral growth and social skills of children with autism. Therefore, the effectiveness of handling children with ASD is highly determined by the suitability of learning methods, the perseverance of educational staff, and active family participation in assisting the child's adjustment in the learning environment.]]>
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