Teaching Block-Based Coding to a Student with Autism Spectrum Disorder

Abstract

Introduction:The aim of this study is to review the process of teaching coding to a student with autism spectrum disorder (ASD) and to examine that student's educational gains, problems encountered during process, and suggestions for solutions. Method:The research was designed as a case study and involved a three-month instruction process, during which the instruction sessions were prepared via the explicit instruction method of coding skills for a 10-year-old boy with autism spectrum disorder. Further, the contributions of this study were analysed through the data obtained via content analysis method with the NVivo 10 program. Findings:The findings indicated that the participant demonstrated significant gains as a result of the coding teaching process. He successfully completed the first and second levels in the Code.org platform by reducing the level of help given under the researcher's supervision. The participant completed the last two lessons of his second level without any help and became independent in coding skills. The gains increased the participant's motivation; he further stated that he wanted to make coding his future profession. Discussion:The participant not only gained skills in programming, he also learned new skills, e.g., finding the document he saved on a computer, taking a screenshot, and printing something out. According to the literature, programming teaching not only contributes to career planning in the field of engineering, these skills can also be used in daily life or will be needed in other professions. It has been emphasized that individuals with ASD should not only use technology as consumers, but also should be productive individuals in the field of technology by developing their computational thinking skills.