Abstract

Students with disabilities have greater success when teachers have high expectations, use evidence-based practices, and design engaging learning experiences. Educators and other professionals often disagree about how to create such environments for students with autism, especially during small group academic instruction. This study evaluated the effects of interactive reading materials using visual cues and music on the engagement behavior of six students with autism. Results from an ABCAC reversal design indicated an increase in students' engagement with the use of interactive reading materials in comparison to traditional read-alouds. Directions for future research and important implications for classroom practice are discussed.

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Additional Information

ISSN
1934-8924
Print ISSN
0748-8491
Pages
pp. 37-61
Launched on MUSE
2009-01-07
Open Access
No
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