Enhancing social collaboration in autistic pre-teens through Minecraft^™.

Area of Science:

• Child Psychology
• Game-Based Learning
• Autism Spectrum Disorder Research

Background:

• Social skills development is crucial for autistic children.
• Game-based interventions offer novel approaches to support autistic children.
• Inclusive research principles emphasize co-design with lived experience.

Purpose of the Study:

• To explore Minecraft as a game-based program for social skills and collaboration in autistic children aged 10-12.
• To investigate intervention effects across different intensities (high vs. low) and modalities (in-person vs. online).

Main Methods:

• Pilot study with 11 autistic children (10-12 years old) in groups of 2-3.
• Mixed-method design incorporating co-design with consumers.
• Exploration of high/low intensity and in-person/online intervention modalities.

Main Results:

• Non-significant social skills improvements observed in both low- and high-intensity groups.
• Highest perceived gains in low-intensity online and high-intensity in-person groups.
• Mixed parent/child reports on social competence; limited online friendships; no in-person friendships.

Conclusions:

• Co-design with families and individuals with lived experience is valuable and should be central to future research.
• Qualitative findings highlight relational, structural, and contextual dimensions of engagement.
• The study demonstrates potential, despite limitations, for game-based interventions in autism.