<![CDATA[Children with Autism Spectrum Disorder (ASD) often face fundamental challenges in mastering complex language structures, particularly when learning English as a foreign language, while access to Applied Behavior Analysis (ABA) services in Indonesia remains highly limited. This study aims to examine the implementation of ABA-based English instruction combined with the Mental Imagery Therapy for Autism (MITA) application at Rumah Autis Bogor, covering the implementation process, learner responses, its impact on receptive language ability, and the resulting instructional framework. A convergent mixed-methods design was employed, involving twelve ASD children aged 8–12, one teacher, two therapists, and twelve parents across a twelve-week intervention. Quantitative data Autism Treatment Evaluation Checklist (ATEC), Mental Synthesis Evaluation Checklist (MSEC), and MITA Performance Index scores were analyzed using the Wilcoxon Signed-Rank test, while qualitative data from observations and interviews were analyzed through reflexive thematic analysis. Results revealed a statistically significant decrease in ATEC scores and increase in MSEC scores (p = 0.002), accompanied by heightened learner engagement and signs of language skill generalization beyond application sessions. These findings led to a three-stage instructional framework positioning ABA reinforcement as its foundation and MITA as a cognitive-visual bridge, making it replicable by educators in resource-limited therapeutic settings.]]>
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