Vocational exploration in an extracurricular technology program for youth with autism

Abstract

Career exploration through use of interests in technology can provide opportunities for youth with autism to develop social and technical skills needed later for employment. Providing an environment that recognizes and builds on the youths' strengths and supports their autonomy and choices are critical components to promote their positive development and career potential.

The Core Elements of Strength-Based Technology Programs for Youth on the Autism Spectrum: A Systematic Review of Qualitative Evidence

“…D. Wright et al, 2012) used one-on-one semi-structured interviews or focus groups to gather qualitative data. Two studies (Diener et al, 2016a, b;Dunn et al, 2015) primarily gathered data through observations, triangulating results with semi-structured interviews and field notes. One study used semi-structured interviews triangulated with survey data (C. Wright et al, 2018).…”

“…The active ingredients or core elements define the intervention, causing change for the participants (Craig et al, 2008). Previous studies have targeted special interest with the goal of increasing motivation (Ashburner et al, 2018;Diener et al, 2016a, b), leveraged intrinsic abilities including attention to detail or visual-spatial abilities (Bianco et al, 2009), focused on developing skills in preference to remediating deficits (Diener et al, 2016a, b), and applied frameworks drawn from positive psychology (Dunn et al, 2015). Understanding of the utility of strength-based technology programs for youth with ASD would be progressed by consolidating the core elements to practically inform the design and delivery of these programs.…”

Reconciling the seemingly irreconcilable: The WHO's ICF system integrates biological and psychosocial environmental determinants of autism and ADHD

“…[ 67 ] Emerging evidence demonstrates the utility of strength‐based programs, targeting the skills and passions of autistic adolescents in the areas of science, technology, engineering, arts, and mathematics in building pathways to employment. [ 68 ] Evidence is beginning to suggest that strength‐base programs not only develop autistic adolescents skills and preparedness for work, but also enhance their sense of belonging, confidence and self‐esteem, and social engagement. [ 69 ] The development and delivery of interventions such as these, which both recognize the challenges associated with ASD while harnessing the abilities of autistic individuals, rely on models and approaches which seek to take a holistic view of ASD such as the ICF core sets for ASD.…”

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

“…They choose what to design, what tools to use, whether and how to collaborate on the project, and receive individualized instruction from the mentor based on their skills and knowledge. The mentor and facilitator frame feedback positively and rely on the students' internal motivation to create a design based on the students' own interests (Dunn et al 2014). For example, one student was fascinated with sustainability and created a 3D home that had a pond, garden, solar panels, a cistern for water catchment, and other elements that contributed to sustainability.…”

“…Students are expected to learn at their own rate and have the freedom to be creative in their designs. The mentor adjusts his teaching for each student based on the student's skill level with SketchUp (Csikzentmihalyi et al 1993;Diener et al 2014b;Dunn et al 2014).…”