Using a STEM Activity to Improve Social Communication Interactions in Autism Spectrum Disorder

Autor/inn/en	Michalek, Anne M. P.; Phalen, Lisa; Bobzien, Jonna L.; Chen, Chung-Hao; Urbano, Maria; Hartmann, Kathrin; Okwara, Leonore; Gorrepati, Purnima; Deutsch, Stephen; Williams, Takeshia
Titel	Using a STEM Activity to Improve Social Communication Interactions in Autism Spectrum Disorder
Quelle	In: Preventing School Failure, 65 (2020) 1, S.38-47 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Michalek, Anne M. P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2020.1811627
Schlagwörter	STEM Education; Adolescents; Autism; Pervasive Developmental Disorders; Interpersonal Communication; Communication Skills; Learning Activities; Social Development; Cooperative Learning; Robotics; Program Effectiveness; Rating Scales; Science Laboratories; Science Activities; Nonverbal Communication; High School Students; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? STEM; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Interpersonale Kommunikation; Kommunikationsstil; Lernaktivität; Soziale Entwicklung; Kooperatives Lernen; Robotertechnik; Rating-Skala; Non-verbal communication; Nonverbale Kommunikation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Social communication deficits associated with Autism Spectrum Disorder are often exacerbated during adolescence. Group based approaches are effective intervention techniques for facilitating improved social communication skills in people with ASD; however, science, technology, engineering, and math activities, while highly preferred areas of interest, are overlooked as a therapeutic tool. This study determines the effectiveness of peer collaborations using a STEM activity on social communication for adolescents with ASD. Using solarbotics kits, peer dyads worked together over the course of a 12-week period to construct a functioning robot. Measures of social communication were collected prior to the initiation of the intervention, during the intervention, and after the intervention. Results indicated that the collaborative peer intervention using a STEM focused approach facilitated non-verbal and pragmatic improvements. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01