Abstract
To address critical challenges in inclusive education for autistic children under Sustainable Development Goal 4 (SDG 4), this study examined the causal impact of a syntactic bootstrapping intervention on language development and classroom participation. Using a quasi-experimental design, 18 autistic children aged 5–11 received a 12-week intervention and were compared with a control group receiving standard instruction. The results demonstrated a highly significant improvement in syntactic ability in the experimental group (M = 18.7, SD = 3.2) compared with the control group (M = 11.4, SD = 4.1; p < 0.001). These linguistic gains functioned as a catalyst for educational inclusion, as evidenced by a strong positive correlation between syntactic development and active classroom participation (r = 0.78, p < 0.001), with regression analysis confirming syntactic ability as a primary predictor of inclusive participation (β = 0.65, p < 0.001). Beyond its empirical contribution, the study highlights the educational relevance of syntactic development for supporting participation in inclusive classrooms. The findings suggest that targeted syntactic instruction, when embedded in classroom practice, may enhance engagement and learning autonomy among autistic students. While context-specific, the results contribute classroom-based evidence relevant to inclusive education efforts aligned with SDG 4.