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Summary
This summary is machine-generated.

This study shows that model-lead-test effectively teaches coding skills, robot calibration, and track drawing to an elementary student with autism spectrum disorder (ASD) and severe problem behaviors. The student successfully generalized and maintained these STEM skills.

Keywords:
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Area of Science:

  • STEM Education
  • Special Education
  • Applied Behavior Analysis

Background:

  • Limited research exists on teaching Science, Technology, Engineering, and Mathematics (STEM) skills, particularly coding, to students with autism spectrum disorder (ASD).
  • Students with ASD and severe problem behaviors often require specialized instructional strategies for skill acquisition.

Discussion:

  • The model-lead-test strategy proved effective in teaching robot calibration, track drawing, and coding to an elementary-aged student with ASD.
  • The strategy facilitated the generalization of coding skills to novel applications and ensured skill maintenance over time.
  • Findings suggest that structured, evidence-based teaching methods can successfully address the educational needs of students with ASD in STEM fields.

Key Insights:

  • A functional relation was established between the model-lead-test strategy and the acquisition of targeted STEM skills.
  • The student demonstrated generalization and maintenance of learned coding abilities.
  • This research highlights the potential of systematic instruction for students with significant learning challenges in STEM.

Outlook:

  • Future research should explore the scalability of the model-lead-test strategy across diverse student populations with ASD.
  • Investigating the long-term impact and transferability of these STEM skills in various educational contexts is recommended.
  • Further studies could examine adaptations of this strategy for teaching other complex STEM concepts to students with disabilities.