This dissertation examines the integration of behavior analytical procedures into teaching performing arts dance skills to children with autism spectrum disorder (ASD), mainly the innovative use of song-lyrics self-instruction. Individuals with ASD often face unique challenges, including social communication delays, limited play interests, and repetitive motor movements, which can hinder their social interaction and physical activity levels. Recognizing these challenges, this dissertation pivots towards physical education, specifically dance, as an activity to enhance quality of life, social communication, and behavior regulation among children with ASD. Through two comprehensive studies, this dissertation evaluates the effectiveness of a song-lyrics self-instruction method in teaching dance, comparing it with traditional modeling techniques and exploring a combined approach. The research outcomes indicate that integrating song-lyrics self-instruction procedures with modeling facilitates the acquisition of dance movements, potentially reduces self-stimulatory behaviors, and enhances participant social interactions. These studies on dance for children with ASD add valuable insights into the limited research on using behavior analysis for teaching performing arts. It also emphasizes the importance of teaching methods specially designed to fit the learning needs of children with ASD. The findings advocate for future research to further validate these preliminary results and explore the broad potential of performing arts as a therapeutic and recreational tool for individuals with ASD, aiming to enrich their social and behavioral development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]