<![CDATA[This study investigated Differentiated Digital Scaffolding (DDS) as an individualized support framework for improving engagement, participation, learning independence, and English vocabulary performance among students with autism spectrum disorder (ASD). The study used a mixed-method single-subject A–B–A design involving five primary school students with ASD, consisting of three verbal and two minimally verbal students enrolled at an inclusive elementary school in Central Java, Indonesia. Quantitative data were collected through the Engagement and Behavior Observation Checklist, DDS Observation Sheet, Vocabulary Probe Test, response latency records, and prompt-level records. Qualitative data were obtained from classroom observations and teacher interviews. The results showed that on-task behavior among verbal students increased from 50–70% during baseline to 85–95% during the intervention. On-task behavior among minimally verbal students increased from 40–60% to 70–80%. Off-task behavior decreased from 3–8 to 1–2 episodes among verbal students and from 6–11 to 1–3 episodes among minimally verbal students. All participants also demonstrated vocabulary gains of 3–8 correct responses. Verbal students mainly responded through spoken labeling, while minimally verbal students responded through pointing, matching, and visual selection. The findings indicate that DDS supported more stable engagement, reduced prompt dependence, and increased participation through individualized verbal, visual, gestural, technical, and behavioral scaffolding.]]>
