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Computer and Technology Club As Social Performance Intervention for Adolescents with ASD and Their Peers
Objectives: The Computer and Technology (CAT) Club provided a series of technology-related sessions in which adolescents with ASD could practice appropriate social and collaborative skills with neurotypically developing peers in an engaging and supportive environment. The club highlighted strengths and shared interests of participants, rather than ASD or social deficits. The objective of this study was to see if the CAT Club would effectively support the social and vocational development of individuals with ASD through: (1) a decrease in social anxiety, (2) an increase in social performance, and (3) an increase in knowledge of computer game programming and robotics.
Methods: Participants were 8 individuals with ASD and 8 TD peers, ages 12-17, who expressed a special interest in computer and technology. Parent reported ASD diagnoses were independently confirmed using ADOS-2, SCQ-L, and clinical judgment. During the semester-long club, social/vocational training was given to all participants, regardless of diagnosis, and participants were not labeled as having ASD. While programming, participants worked in pairs (1 ASD: 1 TD) on a programming project that culminated in a presentation in front of peers and family. Pre- and post-treatment data were collected on social anxiety, social skills, and participants' knowledge of computer and technology.
Results: A series of paired samples t-tests were conducted to compare the baseline data with post-test data. ASD group demonstrated a significant improvement in measures of social skills and social anxiety (see Table 1). TD group did not experience any change in social skills or social anxiety; however, it should be noted that the TD participants came in with above average level of social skills and levels that are significantly below the clinical cut off for social anxiety. For both groups, there was a significant improvement in knowledge of computer game programming and robotics.
Conclusions: These results provide a preliminary support for the effectiveness of an after school club at decreasing social anxiety, increasing social skills, and improving technical knowledge in adolescents with ASD.