Abstract
Individuals with intellectual and developmental disabilities (IDD) often present with difficulties in social-communicative interactions. These difficulties may serve as barriers to successful participation in academic instruction across content areas, including science, technology, engineering, and math (STEM). In this pilot study, we evaluated the effects of an instructional package embedding social skills within a computer coding curriculum designed for children with IDD. Results indicated increases in levels of teacher fidelity and student’s use of social skills. Implications for future research and practice are discussed
Original language | American English |
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Journal | DADD Online Journal |
Volume | 9 |
Issue number | 1 |
State | Published - Dec 2022 |
Externally published | Yes |
EGS Disciplines
- Special Education and Teaching