Gregory R. Mancil, Western Kentucky University
Cynthia Pearl, University of Central Florida

One way improve engagement and ensure motivation for students with autism spectrum disorders (ASD) during academics is to use restricted interests in instruction and activities. Embedding these interests into the curriculum can motivate the student with ASD to attempt tasks that were previously less preferred or difficult. This article demonstrates how elementary, middle, and high school teachers improved academic engagement and outcomes for three students with ASD. Guidelines are provided along with numerous examples of creative ways for embedding restricted interests across subject areas and grade levels.

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