A Creative 3D Design Programme: Building on Interests and Social Engagement for Students with Autism Spectrum Disorder (ASD)

Diener, Marissa L.; Wright, Cheryl; Dunn, Louise A.; Wright, Scott D.; Anderson, Laura Linnell; Smith, Katherine

doi:10.1080/1034912x.2015.1053436

Cited by 28 publications

(39 citation statements)

References 71 publications

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“…NeuroVersity is unique in several ways: It provides a student-centered, interest-based approach (Shernoff 2012;Wright et al 2011;Diener et al 2014b), involves family members, focuses on strengths rather than deficits, and provides vocational support during middle childhood and adolescence. These dimensions are discussed in greater detail below.…”

Section: What Makes Neuroversity Different?mentioning

confidence: 99%

Tapping into Technical Talent: Using Technology to Facilitate Personal, Social, and Vocational Skills in Youth with Autism Spectrum Disorder (ASD)

Diener

Wright

et al. 2015

Autism and Child Psychopathology Series

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Participation in extracurricular activities is related to better outcomes for neurotypical youth in a number of domains, including school functioning and psychosocial development. However, parents of youth with autism spectrum disorder (ASD) report that their children often have difficulty in traditional extracurricular activities and may not enjoy or experience the same levels of success as their neurotypical peers in these activities. To address this need, we have developed a technology-based summer and after-school program that teaches youth with ASD software skills that enable them to create 3D designs. The program involves peers with ASD who have interests in technology, family members, and supportive mentoring adults. Our preliminary results indicate that by focusing on the talents, strengths, and interests of youth with ASD, rather than on remediating deficits, we made a difference in 3 domains: increased self-esteem and confidence for youth, enhanced social engagement with peers and family members, and vocational exploration and aspirations.This chapter describes an innovative out-of-school program designed to address gaps in vocational preparation for adolescents and young adults on the autism spectrum. The program represents a shift from a deficit-based, biomedical approach to autism; instead, it is built on a positive youth development framework to create a technology program that builds on the strengths and interests of youth with autism to promote vocational exploration, software skill development, and social engagement (Dawes and Larson 2011;Hansen and Larson 2007;Ramey and Rose-Krasnor 2012). The program is grounded in a community-based participatory research model (see Wright et al. 2014) and is backed by social entrepreneurs and corporate leaders in the technology industry.Approximately 50,000 young adults with ASD turn 18 years each year (Donovan and Zucker 2010). These young adults may face social isolation,

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Section: What Makes Neuroversity Different?mentioning

confidence: 99%

Tapping into Technical Talent: Using Technology to Facilitate Personal, Social, and Vocational Skills in Youth with Autism Spectrum Disorder (ASD)

Diener

Wright

et al. 2015

Autism and Child Psychopathology Series

Self Cite

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“…The program is evidence supported and has served over 80 students with ASD (with a wide range of diversity and disability) in four states of the USA and internationally in South Africa over the last five years (D'Astous et al 2013;Diener et al 2015;Diener, Wright & Smith 2014;Wright et al 2011;Wright 2014a). The program provides students the opportunity to work and socialise with peers and to build on natural skills and abilities that can potentially benefit them in the workplace.…”

Section: A Technology Program For Transition-aged Students With Asdmentioning

confidence: 99%

“…Lessons were brief and individual assistance was provided as the design expert walked around the classroom. The facilitators had strong positive behaviour support skills (Diener et al 2015). The SketchUp expert in week one was a theme park designer who was part of the design team that created the Harry Potter theme park at Universal Studios, Florida.…”

Section: Staffingmentioning

confidence: 99%

“…Our research team had previously documented the characteristics of SketchUp experts and facilitators that lead to student success (Diener et al 2015).…”

Section: Staffingmentioning

confidence: 99%

“…The NeuroVersity™ program was developed in an effort to increase vocational readiness for students with autism by teaching them 3D technology skills (Diener et al 2015). Criteria for inclusion in this program require students with an autism diagnosis to be verbal, have an interest in technology and be visual-spatial learners, and typically from regular education classrooms and capable of working in a group setting.…”

Section: A Technology Program For Transition-aged Students With Asdmentioning

confidence: 99%

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Leveraging 3D Technology for Students with Autism: An innovative university-community collaboration for skill development and vocational exploration

Wright

Diener

et al. 2017

Gateways

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This article describes a university-community collaboration in which an inter-professional team partnered to provide students with autism spectrum disorder (ASD) a paid job opportunity to apply 3D modelling skills for a local construction company. Providing meaningful vocational opportunities to improve the transition to adulthood for individuals with ASD is imperative, as individuals with ASD have unemployment rates that are some of the highest of all disabilities. This novel evidence-supported educational program was designed to develop 3D technology skills, explore vocational careers and promote social engagement through shared interests for transition-age youth with ASD. Both parents and students reported many successful outcomes, including increase in student self-confidence, social and technology skill development and the opportunity for vocational exploration by these young people. Implications of the case study are reported in relation to university-community partnerships and the critical role of community collaboration in addressing the high rates of unemployment in individuals with autism.

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Fostering social connectedness among adolescents and adults with autism: A qualitative analysis

Tomfohrde

Hudock

Kremer

et al. 2022

Psychology in the Schools

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Autism spectrum disorder (ASD) impacts approximately 1 in 44 children in the United States. Common characteristics of ASD are marked deficits in communication and social connectedness. As autistic children approach adolescence, there is a lack of interventions available to them. Mentoring can provide adolescents with a relationship that facilitates social connectedness with another person who has a shared life experience, filling a gap in services. The Autism Mentorship Program (AMP) was designed to provide autistic adolescents a meaningful relationship with an autistic young adult. Via participation in focus groups, mentees (n = 5), mentors (n = 6), and parents of mentees (n = 6) shared their experience of participating in an afterschool, youth mentoring intervention. Themes were developed from an open coding procedure. Results showed that AMP was associated with helping mentees find social connection within their mentoring relationship and among the group of mentees. Mentors also reported mutual benefits in social connectedness. Perceived benefits of the program, including improved academic performance, and suggestions for future programming are reported. AMP appears to be a promising program that provides social benefits for adolescents with ASD who may have few options for this type of support.

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A Creative 3D Design Programme: Building on Interests and Social Engagement for Students with Autism Spectrum Disorder (ASD)

Cited by 28 publications

References 71 publications

Tapping into Technical Talent: Using Technology to Facilitate Personal, Social, and Vocational Skills in Youth with Autism Spectrum Disorder (ASD)

Tapping into Technical Talent: Using Technology to Facilitate Personal, Social, and Vocational Skills in Youth with Autism Spectrum Disorder (ASD)

Leveraging 3D Technology for Students with Autism: An innovative university-community collaboration for skill development and vocational exploration

Fostering social connectedness among adolescents and adults with autism: A qualitative analysis

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