Scully, Mary, authorLaGasse, A. Blythe, advisorKnight, Andrew, committee memberDavalos, Deana, committee member2016-07-132016-07-132016http://hdl.handle.net/10217/173530The purpose of this study was to determine whether integrating the use of the iPad® with music therapy could enhance academic engagement in children on the autism spectrum. Academic environments and tasks are individualized on many levels. It is necessary to explore interventions that foster academic engagement while taking into consideration the importance of individualization, motivation, and novelty. Two individuals (one male, one female) on the autism spectrum were recruited to participate in sessions that examined the use of music therapy, the iPad®, and the combination on academic tasks. One participant practiced multiplication facts (times tables with factors zero to twelve). The other participant completed elapsed time exercises (calculating time passed given two time of day). Academic engagement was measured by two observers and scored in each of the four conditions and compared to suggest which condition is most appropriate to facilitate intervention. Scores were graphically displayed for comparison and inter rater reliability was determined. Though the iPad and music therapy condition yielded the highest scores for both participants, inter rater reliability resulted in a wide range. Suggestions of limitations and further research are discussed.born digitalmasters thesesengCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.Text