Understanding how different environmental arrangements can affect academic performance and engagement is critical for developing effective and efficient instructional strategies. The current study examined the influence of five environmental arrangements (no-interaction, distractor, escape, attention, and tangible conditions) on the rate of correctly completed math problems for four children diagnosed with ASD who had individual education plans (IEP). The results suggest that different students’ academic behavior is sensitive to different environmental arrangements and, as such, should be tested and incorporated into students’ IEPs. Consistent with prior research, none of the participants completed any math problems in the distractor condition, suggesting that having leisure items accessible during academic programming may limit a student’s productivity.

了解不同的环境安排如何影响学业成绩和参与度对于制定有效和高效的教学策略至关重要。目前的研究检查了五种环境安排（无互动、干扰、逃避、注意力和有形条件）对四名被诊断患有自闭症且有个人教育计划 (IEP) 的儿童正确完成数学问题的影响。结果表明，不同学生的学业行为对不同的环境安排很敏感，因此应进行测试并将其纳入学生的 IEP。与先前的研究一致，没有参与者在干扰条件下完成任何数学问题，