This study aims to examine the relationship between the parents’ acceptance with the motivation to teach PECS of children diagnosed ASD (Autism Spectrum Disorder). The participant in this research consists of 80 parents of ASD diagnosed children joined in Forkasi (Special Children Parents Communication Forum) community. The research is quantitative in nature by using simple random sampling technique. The measuring instrument used is scale of parents’ acceptance and scale of teaching motivation of PECS of which the validity and reliability are tested by using analysis technique Statistical Package for Social Science (SPSS) version 22. The analysis finding indicates significant correlation value of parents’ acceptance and teaching motivation of PECS (r = 0.706, p <0.05). Such result describes that there is significant positive between parents’ acceptance and teaching motivation of PECS, thereby provides the assumption that the higher parents’ acceptance then the higher motivation to teach PECS in ASD diagnosed children.
