Video Prompting to Teach Robotics and Coding to Middle School Students With Autism Spectrum Disorder

Abstract

Video-based modeling is an evidence-based practice for teaching social and communication skills, functional and daily living skills, and some academic skills (i.e., math) to students with autism spectrum disorder. The efficacy of video-based modeling, however, has not yet been established for STEM skills related to science, technology, or engineering. Drawing on findings from a systematic review of video-based modeling to teach academic skills to students with autism spectrum disorder and/or intellectual disability, researchers used a single-case study design to examine the efficacy of video-based modeling for teaching robotics and coding to students with autism spectrum disorder. Specifically, researchers used a multiple probe across skills single-case research design replicated across three middle school participants to teach block-based coding of robots. This afforded three intraparticipant replications and three interparticipant replications. A functional relation between the use of systematic video prompting and mastery of robotics coding skills was demonstrated. Further, to substantiate the social and ecological validity of video-based modeling interventions for public school settings, a special education teacher implemented the intervention in a special education classroom. Additionally, questionnaires were disseminated to study participants and public school special educators naive to the study purpose and outcomes to assess the social validity (i.e., feasibility and effectiveness) of the intervention.

Examining the implementations related to teaching science to students with disabilities

“…In recent years, technology has played an increasingly important role in assisting teachers with the instruction of science subjects, especially for students with disabilities (McKissick et al, 2018;Turan & Atila, 2021;Wright et al, 2021). Numerous studies have demonstrated the various applications of technology in this context, including serving as a direct instructional instrument (Gavronskaya et al, 2021) and facilitating the creation of interactive educational materials (Mallidis-Malessas et al, 2022;Ok et al, 2018).…”

Fostering Computational Thinking and Social-emotional Skills in Children with ADHD and/or ASD: a Scoping Review

“…Furthermore, some studies (e.g., Elshahawy et al, 2020;Knight et al, 2019a;Wright et al, 2019) referred to certain requirements the students had to fulfill to be included in the sample (e.g., sufficient motor, cognitive and communication skills). As students with ASD (and ADHD) do not form a homogeneous group but show various manifestations of the disorder, such findings are not generalizable to all students with ASD and/or ADHD.…”

“…As CT is applicable to various aspects of daily life (Tsortanidou et al, 2021) this finding is considered particularly valuable. Furthermore, some follow-up studies (Knight et al, 2019a, b;Sakka et al, 2018;Wright et al, 2019) revealed that students were able to maintain the skills acquired.…”

“…In general, the findings indicate an improvement in pro-social behavior and a subsequent increase in (verbal) interaction and collaboration. Wright et al (2019) reported that the students willingly taught their peers how to code once they had learned how to do it themselves. Sakka et al (2018) found that such effects were still present six months after the intervention.…”

Robotics and Education: A Systematic Review

“…Besides those traditionally linked to technology, robotic platforms have also proved effective for interdisciplinary knowledge learning and improving different skills, such as; creativity, collaboration, communication, or autonomy [12]. Thus, on the one hand, they are beneficial for students studying different stages of the educational process, and on the other hand, for students with specific needs for educational support [29], [27].…”