This study investigates the improvement of social interaction skills in autistic children using the Floortime method with parental and teacher collaboration. The research combines quantitative and qualitative methods, analyzing data through scores and qualitative interpretations. Results indicate that autistic children initially displayed difficulties in social interaction, such as avoiding eye contact and isolation. However, after implementing the Floortime method, significant progress was observed, including increased babbling, imitation of words, and improved eye contact. Success in socializing is influenced by support from parents, family, and friends, while inhibitory factors include the child's mood. Recommendations emphasize effective communication between parents and teachers for successful learning outcomes.