English teacher feels the challenge of meeting autism spectrum disorder needs because the limitation of social interaction. These students cannot learn at an average rate from the instructional resources, texts, workbooks, and learning materials that are designed for the majority of students in the classroom. Thus, the current research identifies a method for teaching autism spectrum disorder by using the total response method to promote autistic social interactions. The sample is autistic students from Al-Entisar private primary school in Baghdad, therefore the age of the students are between ( 6-12) years. It is hypothesized that there is no statistically significant difference between pre and post-observations. This study has adopted the experimental design with pre and post-observations and social interaction checklists. As a result, it was determined that instruction based on the proposed method had a “strong” effect on social interaction. And it has significant contributions to the learning process (promoting social interaction, increasing active participation, learning by having fun, cooperative learning, etc.) and learning outcomes (word learning, correct use, listening comprehension, etc.), and motivation in learning have been determined.
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