Date of Award
12-1-2025
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
David Rock
Second Advisor
Sara Platt
Third Advisor
Alina Harges
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
This study explores the use of audio sensory input, specifically, relaxation music, as a strategy to reduce off-task behavior in elementary students with autism within the general education classroom. The aim was to minimize distractions and teacher redirections, thereby promoting a more inclusive and productive learning environment for all students. Guided by the principles of improvement science, the research employed a single-case design with three elementary students diagnosed with autism. Data were collected through momentary time sampling and mood inventories during independent classwork periods.
The central research question guiding this study was: What effect does relaxation music have on the off-task behavior of elementary students with autism during independent classwork in the general education setting? Findings revealed differentiated effects of the music intervention across participants. Across the three students, one demonstrated moderate to strong effects during specific intervention cycles, another showed moderate decreases in off-task behaviors, and the third exhibited a significant reduction in off-task behavior. These outcomes emphasize the need for individualized intervention strategies that accommodate the distinct sensory and behavioral profiles of each student.
Recommended Citation
Drewrey, Whitney, "Building Focus: Using Relaxation Music To Support Students With Autism in the Classroom" (2025). Electronic Theses and Dissertations. 3511.
https://egrove.olemiss.edu/etd/3511