Student engagement refers to the behaviors that suggest whether a student is interested in the learning process. Finn (1989) developed the participation-identification model to explain the correlation between student engagement and identification with school, suggesting that increased participation leads to an increased sense of belongingness in school. This identification with school in the early years may lead to academic achievement in the future. Technology is often used as a means for increasing student engagement. Student Response Technology (SRT), where students use handheld clickers to respond during classroom instruction, is one form of technology used to engage students in the classroom. The current study examined the effect of SRT on student engagement in elementary classrooms for students with disabilities. This single-subject, multiple baseline across participants study took place at a small private school in New Jersey, specifically serving students with disabilities. Student engagement, including rate of participation, latency of response, accuracy of response, on task behavior, and student-initiated questions was evaluated across four male students with disabilities SRT was implemented for each participant at a different, randomly selected time during the study. Both visual and statistical analysis yielded a relationship between use of SRT and student's participation, and on-task behavior. Significance of results is also discussed. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]