<p>Autism is a developmental disorder that manifests in early childhood and persists throughout life, profoundly affecting social behavior and hindering the acquisition of learning and social skills in those diagnosed. With technological advancements, an increasing array of tools is being utilized to support the education of students with autism spectrum disorder (ASD), aiming to improve their educational outcomes and social capabilities. Numerous studies on autism intervention have highlighted the effectiveness of social robots in behavioral treatments. However, research on their integration into classroom settings for children with this condition remains sparse. This paper describes the design and implementation of a group experiment in a collective classroom setting mediated by a NAO robot. This involved special education teachers and the NAO robot collaboratively conducting classroom activities, aiming to foster a dynamic learning environment through interactions among teachers, the robot, and students. Conducted in a special education school, this served as a foundational study in anticipation of introducing extended robot-assisted classroom sessions at a later date. Data from the experiment suggest that ASD students in classrooms equipped with a NAO robot exhibited notably improved performance compared to those in regular classrooms. Our preliminary findings indicate that NAO robots significantly enhance focus and classroom engagement among students with ASD, potentially improving educational performance and fostering enhanced social functioning.</p>