Multi-sensory storytelling is an approach to storytelling in which stories are not simply told but can be experienced with all our senses (Grove, 2013). In my research took a part a five-years old boy with an autism spectrum disorder, sixteen the same old kids and two educators from boy`s kindergarten group. To reach the goal of this study I implemented the research as case study which included quantitative and qualitative processing of collected data. The quantitative part of the research included research of influence of multi-sensory storytelling program by frequently using pronoun “I” instead of name in third part of singular at boy with autism spectrum disorder. The goal was to find out the frequency of using pronoun “I” in different communications’ purposes as: asking for a food, for a toy, for attention or activity; refusing food, toy, attention or activity; answering on question with offered two options or open type; telling about himself and during social exchanges. Furthermore I researched the frequency of using pronoun “I” regarding to different persons who are normally part of boy´s kindergarten group (other children, educators, assistant) and finally, in relation to different levels of support with end aim to spontaneous using pronoun “I”. The qualitative part of research aimed to make a picture of perspective of kindergarten group educators regarding to multi-sensory storytelling and others new methods of telling stories. Because of this, it is supplement to the evaluation of multi-sensory storytelling program. Results of the quantitative results processing show increasing frequency of use pronoun “I” in purpose of demand, rejection, answering on questions and telling stories about himself. Increasing of using pronoun “I” is established at spontaneous using.Results of the qualitative data analyses show contribution of multi-sensory storytelling program through learning process, equally participation of all children, development of empathy at other kindergarten group children and accepting child with disabilities from the other children.