10/28/2019 Teaching Computer Coding Skills to Learners with Autism Kate Johnson, MA, BCBA Naomi Glassman, MA, RBT The Educational Services Commission of New Jersey Research National Longitudinal Transition Study -2 (NLTS2): Most referenced statistical information in literature 8 years post graduation from high school As of 2009 60% of young adults with disabilities who had been out of high school for up to 8 years were employed for pay outside of the home, compared with 66% of similarly aged young adults in the general population. NLTS2 (2009) Research National Longitudinal Transition Study -2 (NLTS2): Paid Employment Outside the Home of Young Adults, by Disability Category Learning Disability Other Health Impairment Speech/ Language Impairment Hearing Impairment Tramatic Brain Injury Emotional Disturbances Visual Impairment Multiple Disabilities Mental Retardation Autism Orthopedic Impairment Deaf-Blindness 0 10 20 30 40 50 60 70 80 90 100 Percentage Employed Since High School Employed at Time of Interview NLTS2 (2009) The Educational Services Commission of New Jersey 3 1
10/28/2019 Research Wages of Young Adults, by Disability Category Visual Impairment Emotional Disturbance Speech/ Language Impairment Other Health Impairment Learning Disability Hearing Impairment Tramatic Brain Injury Deaf/ Blindness Autism Orthopedic Impairment Multiple Disabilities Mental Retardation $0.00 $2.00 $4.00 $6.00 $8.00 $10.00 $12.00 The Educational Services Commission of New Jersey 4 Research Type of Employment of Young Adults with Disabilities Food Preparation and Serving Related Sales and Related Office and Administrative Support Construction and Extraction Personal Care and Service Transportation and Material Moving Building and Grounds Cleaning and Maintenance Production Installation, Maintenance, and Repair Education, Training, and Library Computer, Mathematical, Architecture, Engineering,… Military Specific Healthcare Support Other 0 2 4 6 8 10 12 14 Percentage The Educational Services Commission of New Jersey 5 Research Type of Employment of Young Adults with Autism Office and Administrative Support Transportation and Material Moving Food Preparation and Serving Related Production Building and Grounds Cleaning and… Sales and Related Other Military Specific Installation, Maintenance, and Repair Computer, Mathematical, Architecture,… Personal Care and Service Education, Training, and Library Construction and Extraction Healthcare Support Type of Employment of Young Adults with… 0 5 10 15 20 25 Among young adults with disabilities, those with autism have the 3 rd highest percentage employed in the computer industry The Educational Services Commission of New Jersey 6 2
10/28/2019 Research Factors Related to Employment of Young Adults with Autism Household •Nearly 72% of those from upper income households (>$75K) ever worked after high Income school compared to 33% of those from the lowest income households (<$25K). Race and •Twice as many white young adults (66%) worked compared to Black and Hispanic Ethnicity young adults (37% and 34%, respectively). Conversation •Nearly 90% of those with the highest level of conversation skills ever worked, compared to Ability 15% with the lowest conversation skills. Work •The employment rate was over twice as high for those who worked for pay during high Experience school (90%) versus those who did not (40%). Roux et al (2015) The Educational Services Commission of New Jersey 7 Why Teach These Skills Computing jobs are the #1 source of new wages in the United States 500,000 current openings: These jobs are in every industry and every state, and they’re projected to grow at twice the rate of all other jobs. Code.org (2019) Why Teach These Skills Code.org (2017) 3
10/28/2019 Why Teach These Skills Approximately 19% Approximately 19% There is an There is an Decrease in Job Decrease in Job of persons with a of persons with a increase in the increase in the Opportunities for Opportunities for disability were disability were number of jobs number of jobs people with Autism people with Autism employed in 2018 employed in 2018 available in the available in the Spectrum Disorder Spectrum Disorder Computer Science Computer Science US Department of US Department of (ASD) (ASD) Industry. Industry. Labor (2018) Labor (2018) Do our current job training programs prepare our students for the current job market? The Educational Services Commission of New Jersey 10 Definitions Computer Science: Code: Programming: Block Based The science that Programming: Set of The action or deals with the theory and instructions process of An introductory methods of forming a writing way of processing computer computer teaching information in program programs programming. digital computers, the design of Instead of text, computer hardware coding involves and software, and dragging the applications of “blocks” of computers instructions. The Educational Services Commission of New Jersey 11 Literature Review No research was found to address specifically teaching learners with autism to code Lack of research to identify the effectiveness of interventions/teaching procedures utilized to teach students with Autism technological literacy skills (specifically those related to computer programming and coding) Lack of research to study the implication of technological skill acquisition on the ability of a student with Autism to transfer to a post-secondary community or work setting (i.e. do these skills help procure employment or vocational training?) The Educational Services Commission of New Jersey 12 4
10/28/2019 Literature Review Israel et al. (2015) Maya et al. (2015) Implementation of a Utilization of computer computational thinking programming software with curriculum (i.e., code.org and various levels of industry specific scratch) adapted for learners supports with learning disabilities in Identifies fine motor and reading general education classrooms deficiencies as barriers for Identifies social difficulties, students with unspecified memory problems, and fine disabilities to acquire motor deficits as barriers to Excluded most students with learning computational thinking “more significant disabilities” skills due to lack of assistive Limitations: technology Does not identify if the skills Limitations: were acquired by the students Does not specify disabilities The Educational Services Commission of New Jersey 13 Literature Review Snodgrass, Israel, Reese (2016) Fessakis, Gouli and Mayroudi (2013) Accessibility of students with disabilities to a computer Effects of participation of programing and computational kindergarten students in a thinking lesson “programming environment” on math and problem solving skills Included one student with autism Identifies student engagement The authors ultimately conclude and attention as barriers of skill that effective supports are not acquisition necessarily “context specific,” (i.e. supports that are effective Limitations: for a student in one content area Does not include students with are likely to be effective in other autism content areas) Limitations: Does not identify if the skills were acquired by the students with disabilities The Educational Services Commission of New Jersey 14 Literature Review Lockwood and Mooney (2017) Munoz et. al. (2016) Literary Review of the role of References teaching computational thinking in computational thinking skills to education students with autism Does not mention autism, special Involved participants with “high needs, or disability in the review functioning Autism” and a pre- existing interest in specific types The authors do note that various of video games as well as academic markers including foundational computer literacy average GPA can be used to skills ascertain student “readiness” for computational thinking programs The authors do discuss the benefits of working on skill development in a context which is inherently motivating No discussion of any of the “benefits” of the skills acquired The Educational Services Commission of New Jersey 15 5
10/28/2019 Curriculum Design Hands on Materials Physical Movement Use of a Computer Computer Coding Games Robots The Educational Services Commission of New Jersey 16 Hands on Materials Unplugged Activities No Technology Required Skills: Directional sense Problem solving The Educational Services Commission of New Jersey 17 Physical Movement Use of the body Skills: Directional sense Following directions Giving directions Problem Solving The Educational Services Commission of New Jersey 18 6
10/28/2019 Use of Computers Digital Literacy Motor Skills Responsible Digital Citizenship The Educational Services Commission of New Jersey 19 Online Computer Games Drag and Drop Code Activities Generalization of skills Examples: Software: Scratch Tynker Code Academy Apps: Move the Turtle Hopscotch The Educational Services Commission of New Jersey 20 Robots Hands on Generalization of Skills Examples: Bee Bots Dash and Dot NAO Code-A-Pillar The Educational Services Commission of New Jersey 21 7
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