Cracking the Social Code: A STEM and Social Skills Curriculum for Students with Intellectual and Developmental Disabilities

Claire Donehower Paul, Sarah Hansen, Chelsea Marelle, Robert Pennington, Brian Grace, Monique Pinczynski, Janet Enriquez, Jessica De Marco, Eleazar Vasquez

Research output: Contribution to journalArticlepeer-review

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 languageAmerican English
JournalDADD Online Journal
Volume9
Issue number1
StatePublished - Dec 2022
Externally publishedYes

EGS Disciplines

  • Special Education and Teaching

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