The paper deals with the evaluation of the application of the method of bibliotherapy, an innovative literary form of therapeutic poem, in fostering the social attention of students with autism spectrum disorders. The aim of this paper was (1) to tailor the therapeutic story to the individual needs and capabilities of two students with autism spectrum disorder (PSA), (2) to identify differences in the level of social attention in the dimension of social orientation and the joint attention of students with PSA while narrating the therapeutic poem at two time points. The study involved two students with autism spectrum disorders (9 and 10 years old) attending a special educational institution. The storytelling of therapeutic poem activity was performed once a day, for five days in a week. In this qualitative study, a method of observing the occurrence of behavior based on video and photo-documenting activities was used. The results indicate that repeated storytelling of therapeutic poem activity with adaptation of spatial conditions and direct use of concrete that represent the visual images contained in the text, encourages directing and maintaining attention in accordance with students' individual abilities. Comparing the observed student behaviors at the first and final time points, the positive impact of the use of expressive storytelling of therapeutic songs on the different social attention of both students, both in the dimension of social orientation and in the ability of joint attention.
