Autism spectrum disorder and engineering education - needs and considerations

Pilotte, Mary K.; Bairaktarova, Diana

doi:10.1109/fie.2016.7757566

Cited by 8 publications

(11 citation statements)

References 42 publications

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“…Finding a ninefold difference, these researchers attributed this interest in math to a link between autism and systemizing strengths. Another study using data from the National Longitudinal Transition Study‐2 found that although college enrollment for autistic students is lower than most groups, they participate in STEM at rates higher than students with other disabilities and higher than the general population (Pilotte & Bairaktarova, 2016; Wei et al., 2012). Of those who attend college, autistic students are the most likely group to major in STEM, with 34.3% of the autistic group choosing an STEM major compared to 22.8% of the general population (Wei et al., 2012).…”

Section: Resultsmentioning

confidence: 99%

“…Autistic college students in the STEM fields were more likely to persist and transfer from a 2‐year college to a 4‐year university than those in non‐STEM fields (Wei et al., 2013). These findings have resulted in some researchers identifying a need for guidance for engineering faculty in addressing the challenges of a more diverse student population (Pilotte & Bairaktarova, 2016). In addition, there is some evidence to suggest that the most recent and the longest attained jobs of autistic adults required more technical skills than those of control groups; highly technical jobs included technicians and electrical and software engineers, while less technical jobs included social workers and salespeople (Spek & Velderman, 2013).…”

Section: Resultsmentioning

confidence: 99%

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Understanding unique employability skill sets of autistic individuals: A systematic review

Griffiths,

Torres,

Delgado

et al. 2024

Journal of Employment Couns

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In recent years, several publications and media outlets have highlighted how the skills and interests of autistic individuals may benefit organizations. However, there is scant empirical research on the topic. The present study's authors conducted a systematic review to find which potential employability skills, strengths, and interests of autistic individuals available research has highlighted. Data extraction methods identified 51 papers related to skills in this population. The skill sets autistic individuals may possess and the research behind these findings were organized, evaluated, and summarized. Based on these findings, investigators discuss implications for employment counseling and future research.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Understanding unique employability skill sets of autistic individuals: A systematic review

Griffiths,

Torres,

Delgado

et al. 2024

Journal of Employment Couns

View full text Add to dashboard Cite

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“…To ensure that this population is not excluded from pre-college engineering experiences and from opportunities to develop technological and engineering literacies, it is imperative that we investigate the ways children on the autism spectrum engage in engineering design. Previous engineering education researchers have also called for more investigations on autism and engineering (e.g., Pilotte & Bairaktarova, 2016). However, prior research has mostly focused on using engineering-related activities (i.e., using LEGO bricks, robots, or makerspaces) to improve social interactions in children with autism (Albo-Canals et al, 2013;Koenig, Martin, Vidiksis, & Chen, 2018).…”

Section: Engineering For Childrenmentioning

confidence: 99%

Capturing Children with Autism’s Engagement in Engineering Practices: A Focus on Problem Scoping

Ehsan¹,

Cardella²

2020

Journal of Pre-College Engineering Education Research (J-PEER)

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In the last two decades, pre-college engineering education has increased, with research on pre-college engineering education emerging as a nascent field. However, limited research, if any, has considered aspects of engineering thinking of children with neurodiversity. In line with calls for broadening participation in engineering education, consideration of neurodiverse children is critical. Among various neurodiverse conditions, the number of children with autism is rapidly growing. In addition, studies have shown that individuals with autism have the potential to perform well in activities that require systematizing abilities. Engineering is one such activity. Prior research has provided evidence of the importance of early engineering learning opportunities in terms of future performance and interest in engineering; therefore, it is critical that children with autism have access to appropriate engineering experiences. We thus need to gain a deeper understanding of how they engage in engineering learning activities. In this study, we conducted a qualitative single-case-study analysis in which we closely looked at ways a nine-year-old child with mild autism engaged in problem scoping along with his mother. We focused on three main components of problem scoping in engineering design: (1) Problem Framing, (2) Information Gathering, and (3) Reflection. The instances that we have seen in mother-child interactions and conversation provided evidence that the child with autism was capable of engaging in all three aspects of problem scoping. The behaviors we have observed were mostly associated with Problem Framing and Information Gathering. However, we have also seen some evidence of Reflection. We believe that the findings of this study lay a foundation for future studies of children with autism and engineering design, and how to effectively engage them in these activities.

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“…Since the number of children diagnosed with autism is growing [2] and they are attending inclusive classrooms more than any time before, the need for investigating ways they engage in engineering design is necessary. Previous engineering education researchers have also called for more investigations on autism and engineering [12]. However, researchers mostly focused on using engineering-related activities (i.e.…”

Section: Engineering For Childrenmentioning

confidence: 99%

Investigating Children with Autism’s Engagement in Engineering Practices: Problem Scoping (Fundamental)

Ehsan

Cardella

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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In the last two decades, pre-college engineering education has been on a sharp rise. However, limited research, if at all, considered aspects of engineering thinking of children with disabilities. Therefore, in line with the call for diversifying engineering education, considering inclusion of children with disabilities is necessary.Among different disabilities, the number of children with autism is rapidly growing. In addition, studies have shown that individuals with autism have the potential to perform well in activities that require systematizing abilities like engineering. Given the importance of participating in engineering learning opportunities from childhood and its impact on future engineering performance, engaging children with autism in appropriate engineering experiences is necessary. Therefore, we need to gain a deep understanding of how they engage in engineering learning activities.This study is a part of a bigger project in which we aim to characterize engineering thinking of children with autism. In this study, we are closely looking at the first and very important engineering practices; problem scoping. The main purpose of this study is to investigate how 8-10 years old children with autism engage in problem scoping. We focused on three main components of problem scoping in engineering design (1) Problem Framing, (2) Information Gathering, and (3) Reflection.For this study, we have conducted a qualitative single case study analysis. We carefully chosen one case of child with autism. The child is make and 9 years old and participated in this study with his parent. They were asked to solve an engineering problem of building a roller coaster for a local amusement park in 60 minutes. Their interaction was videotaped and pictures of their designs were captured. We have analyzed the video data video analysis approach based on the codebook we developed by reviewing literature on problem scoping. The instances that we have seen in mom-child interactions and conversation provided evidence that the child with autism was capable of engaging in all three actions of problem scoping. The behaviors we have observed were mostly associated to Problem Framing and Information Gathering. However, we have seen some evidence of Reflection. We believe, that the findings of this study lays foundation for future studies on children with autism and engineering design, and how to effectively engage in them in these activities.

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Autism spectrum disorder and engineering education - needs and considerations

Cited by 8 publications

References 42 publications

Understanding unique employability skill sets of autistic individuals: A systematic review

Understanding unique employability skill sets of autistic individuals: A systematic review

Capturing Children with Autism’s Engagement in Engineering Practices: A Focus on Problem Scoping

Investigating Children with Autism’s Engagement in Engineering Practices: Problem Scoping (Fundamental)

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