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Improving Executive Functions Using the Engineering Design Process: A Peer-Mediated Problem-Solving Approach for

Kavitha Murthi1, Kristie Patten2

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Summary

The Engineering Design Process (EDP) offers a novel group problem-solving strategy for autistic adolescents, fostering essential social skills through engaging activities. This approach addresses challenges often overlooked, promoting better school and mental health outcomes.

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Area of Science:

  • Neurodevelopmental Disorders
  • Occupational Therapy
  • Educational Psychology

Background:

  • Executive function challenges, particularly in problem-solving, impact autistic adolescents' school success.
  • These challenges are often misidentified or addressed solely through behavioral interventions.
  • Underdeveloped problem-solving skills can escalate to secondary mental health and social difficulties.

Purpose of the Study:

  • To introduce the Engineering Design Process (EDP) as a structured, peer-mediated group problem-solving intervention for autistic adolescents.
  • To demonstrate the EDP's adaptability within occupational therapy frameworks.
  • To highlight the EDP's capacity for developing social and interpersonal skills through interest-driven activities.

Main Methods:

  • The study proposes the Engineering Design Process (EDP), a cyclical, peer-mediated approach.
  • The EDP is integrated within established occupational therapy models.
  • A case study illustrates the EDP's application in an after-school program setting.

Main Results:

  • The EDP effectively teaches group problem-solving skills to autistic adolescents.
  • The intervention fosters crucial social and interpersonal skill development.
  • The EDP is adaptable and can be integrated into existing therapeutic and educational programs.

Conclusions:

  • The Engineering Design Process (EDP) provides a flexible and effective group strategy for enhancing problem-solving and social skills in autistic adolescents.
  • Utilizing interest-driven occupations within the EDP framework promotes engagement and skill acquisition.
  • This approach supports a strengths-based, non-ableist perspective by focusing on ability development.