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This study aims to increase these social behaviors children with autism through self-management strategy (SMS) by peers. The participants of this study were three children with autism and three normal students in the Kindergarten School. The effectiveness of the intervention was measured in the learning process, recess, and physical exercise activities. The data were collected through video recordings for 10 minutes. In addition, this study has validated the data for both internal and external validity by using the Social Response Scale to the class teachers and special teachers. The results show that the SMS that was mediated by peers has an impact on the social behaviors, including in starting the conversation, starting the game, and keeping the interaction of the children with autism. Finally, some limitations and further research are discussed. Keywords—social behavior; self-management strategy; children with autism

Increasing Social Behavior through Self-Management Strategy with Children with Autism in the Inclusive Kindergarten