This study has the purpose of teaching students with autism spectrum disorder ‘structured worship dance program’ developed in the view to compensating for their problems of lack of true worship experience caused by the deficiency to understand the meaning and contents of worship as well as God owing to their developmental disabilities. As they were joining in weekly worship sessions using ‘structured worship dance program’ they had already learned in the designated format of discrete trial teaching and task analysis, this study also examined the effect of the structured worship dance program on treatment of their emotional and behavior problems. This study consisted of a total of six experimental researches grouped into two research categories. Under the first research category of teaching experimental step, 4 experimental researches, which took 38 to 68 daily sessions, were carried out among 4 children with autism spectrum disorder, ages 4 to 6. Under the second research category of treatment experimental step, two experimental researches, which took almost 7 weeks, were executed among the same subjects. For the very first experimental research under the first research category, teaching program which consists of three worship dance programs per student were run utilizing discrete-trial teaching and task analysis for four youngsters with autism spectrum disorder and learningcognition delay. A total of twelve 7-step teaching programs for 4 subjects were completed because all four subjects achieved all 12, resulting in 100% acquisition rate. The second experimental research under the first category was to break out a total of twelve 7step teaching programs into three categories of ‘achieved’, ‘progressing’, and ‘non-progressing’ after training sessions, resulting into 50% in ‘achieved’ group, 50% ‘progressing’ group, and 0% in ‘non-progressing’ group. Therefore, 100% acquisition record could be estimated as ‘successful.’ The third experimental research purposed to examine which method is more effective between backward chaining method and forward chaining method in relation to task analysis procedure through t-score. It resulted that there was significant difference in favor of backward chaining method. The fourth research has the purpose to back up the results of the third research by comparing both achievement rates under backward chaining method and forward chaining method. A total of 6 programs under backward chaining method marked 66.6% and forward only 33.3%, which proposed that backward chaining is more favorable than forward chaining. The first experimental research under the second category examined the lasting or maintaining treatment effect of structured worship dance program on target behavior-temper tantrums utilizing a mixed design of reversal design and multiple subject single case research. It resulted that they didn’t succeed in proving maintaining treatment effect of structured worship dance program on target behavior even though it had immediate effect. The final experimental research planned to examine immediate effect treatment effect of structured worship dance program on target behavior-temper tantrums through t-score. After comparing both data of target behaviors-pre-session and post-session data. It resulted that there was a significant difference between them. Based on the results derived from this study, it was concluded that there was immediate treatment effect of structured worship dance program on target behavior-temper tantrums. In addition, when teaching worship dance program effectively, use of the following three teaching procedures such as discrete trial teaching, task analysis, and backward chaining method helps to maximize the learning effect among students with autism spectrum disorder.