Enhancing Retention Skills of Students with Autism Spectrum Disorder (ASD) Through the Shoebox Technique
Keywords:
Autism Spectrum Disorder, Marigondon Elementary School , retention skills, inclusive education, quasi-experimental design, Shoebox TechniqueAbstract
Learners with autism spectrum disorder (ASD) commonly experience challenges recognizing, retaining, and applying information. This study examined changes in retention skills following the Shoebox Technique among 25 learners with ASD at the Special Education Center of Marigondon Elementary School, Lapu-Lapu City, during School Year 2026–2027. A one-group pretest–posttest design was employed, with participants selected through purposive sampling. An adapted assessment instrument, reviewed by three experts, measured recognition and identification, short-term recall, and application and association before and after two weeks of learning sessions. Data were analyzed using weighted means, standard deviations, and paired-samples t-tests at the 0.05 significance level. The summary table reported pre-intervention means of 2.20, 2.06, and 2.20 across the three dimensions, respectively, increasing to 3.73, 3.83, and 3.68 after intervention. The overall mean increased from 2.15, described as rarely observed, to 3.75, described as often observed. Reported paired comparisons were statistically significant across all dimensions and overall (p < .001). Short-term recall showed the largest reported mean increase. The findings supported the development of an Improved Shoebox Technique Intervention Program featuring structured visual learning kits, repeated practice, and progressive recognition, recall, and association activities. The study recommends classroom and home use alongside continued evaluation across broader populations and longer periods.
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Copyright (c) 2026 Floreyface U. Petallar, Jean Anna Marie D. Bayang, Kissa Myle C. Libron, Genesis Faith D. Dicdiquin, Ma. Daisy P. Pacatan, Melinda B. Rivas (Author)
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