A Low-Technology Strategy for Increasing Engagement of Students with Autism and Significant Learning Needs

Abstract

Active engagement is critical to promote learning for students with autism. Although evidence-based strategies exist for promoting engagement for individual students with autism, there are few strategies designed for use with small groups. This study used an ABCAC design to assess the effects of a low-technology use strategy, namely interactive books with and without music on the engagement levels of six students with autism and significant learning needs in kindergarten through fourth grades. Findings indicate that the use of interactive books paired with music showed increased levels of engagement during small group instruction. Implications related to research-based instruction, teacher education, instructional design, and future research are discussed.

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