Puppets as mediators: Enhancing behavioral engagement in children with Autism Spectrum Disorder (ASD)

This study examined the effectiveness of puppet-based teaching in enhancing behavioral engagement among children with Autism Spectrum Disorder (ASD) requiring substantial to very substantial support (Levels 2–3). Seven male students aged 10–11 participated in a within-subjects design comparing conventional and puppet-based lessons, each comprising five 30-minute sessions on the topic of seasons. Behavioral engagement was evaluated across four parameters: active participation, enjoyment, attention span, and eye contact. Statistical analyses revealed significant improvements during puppet-based lessons in active participation, enjoyment, and eye contact, alongside reductions in disruptive behaviors compared to conventional teaching. The largest effect sizes were observed for active participation (d = 1.64), eye contact (d = 1.20), and communication response (d = 1.79). These findings indicate that puppets serve as effective mediating tools, creating a less threatening and more motivating learning environment for students with ASD. The results align with existing research suggesting that creative and interactive teaching approaches can reduce social-communication barriers and enhance engagement among learners with developmental disabilities. Puppet-based teaching provides educators with a practical, low-cost, and adaptable strategy to improve classroom participation, foster emotional connection, and support communication for students requiring higher levels of support. Integrating puppets into daily instruction may help teachers establish positive routines, increase student responsiveness, and create a more inclusive and emotionally safe learning environment in special education classrooms.