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The number of autisms cases is experiencing a significant rise in an annual about 25%. Autism have symptoms of not being able to socialize, have difficulty using language, behave and react in unusual repeatedly against the surrounding stimulus. Preliminary survey of 10 parents who have an autistic child, obtained 5 peoples who said her son has a strong recollection but unstable behavior, rarely looked at the eye so hard to interact with others. This research aims to know the factors that relate to the ability of children's social interaction in Autism special school Autisme Al-Ikhlas Bukittinggi 2014. This type of research is descriptive analytic with cross sectional design. Population from this research is all of the parents (Mother/Father) who has a child of autism attending special school Autism Al-Ikhlas Bukittinggi, totalling 50 peoples. Samples taken in total sampling. Processing and analysis of data was do by computerization with the chi-square test = 0.05. Results of the univariate analysis revealed (58%) of the respondents have low cognitive function, (56%) have positive emotional function, (52%) have passive behavior functions and (50%) have have the capability of social interaction is not good. Results of the bivariate analysis have no relationship with cognitive functional ability of child autism social interaction (p = 0,086 and OR = 3,273), and there is relationship between emotional function (p = 0.002 and OR = 8.5), behavioral function (p = 0,011 and OR = 5,464) with child autism social interaction skills. It can be concluded that factors related to the interaction of autistic children is emotional function and behavioral function. Therefore, it is hoped, to parents to control their emotions and behaviour of the children with giving caring and provide training on children's social interaction so that children get better, also to teachers in all schools specifically autism can provide information to parents or guardians are things that can improve the ability of the child's autism and to governments especially office of education in order to give special attention to the children of autism, such as by facilitating the inclusion of schools that can accept a child of autism to learn alongside normal children.