The purpose of this study is to investigate what the sensory integrated education has an effect on development of Social Behaviors and Positively Emotional for autistic children. And children of subject are 14 autistic children and were divided into two groups of the case group of 7 children and the control group of 7 children. The applied tool is a sense integrated education program designed with vestibular sense, tactual sense and indigenous sense. The prior and post results of the same group were processed by t-test as evaluation standard of Social Behaviors and Positively Emotional development then we compared and analyzed both groups. The period of applied program was from Apr. 21 to Sept. 20, 1999. In case of the case group, it was applied by 10 hours per week and all programs were applied by once per 3 weeks. And all programs were applied by 4 times during 12 weeks then we tested Social Behaviors and Positively Emotional development. The results of this study are as follows; first, the sensory integrated education program was the further statistically significant than general instruction program in development of Social Behaviors of autistic children; second, the sensory integrated education program was not the further statistically significant than general instruction program in development of Positive Emotional of autistic children.