Fostering Computational Thinking and Social-emotional Skills in Children with ADHD and/or ASD: a Scoping Review

Christina Oswald; Lisa Paleczek; Katharina Maitz; Maximilian Husny; Barbara Gasteiger-Klicpera

doi:10.1007/s40489-023-00369-3

Fostering Computational Thinking and Social-emotional Skills in Children with ADHD and/or ASD: a Scoping Review

Christina Oswald^*, Lisa Paleczek, Katharina Maitz, Maximilian Husny, Barbara Gasteiger-Klicpera

^*Corresponding author for this work

Institute of Human-Centred Computing (7060)

Research output: Contribution to journal › Review article › peer-review

Abstract

Although Computational Thinking (CT) is considered an essential 21^st century skill, little is known about teaching CT to students with autism spectrum disorder (ASD) and/or attention deficit/hyperactivity disorder (ADHD). To address this gap in the research, we conducted a scoping review to identify those approaches promoting programming skills and/or CT in children aged 6–15 with ASD and/or ADHD. We also investigated which other skills were simultaneously fostered and examined the challenges and benefits reported in the interventions undertaken. Results indicate that fostering programming and/or CT in students with ASD and/or ADHD has a beneficial effect. CT-related skills acquired by such students were found to persist beyond the intervention period and were often associated with an improvement in student social-emotional competences.

Original language	English
Journal	Review Journal of Autism and Developmental Disorders
Early online date	Apr 2023
DOIs	https://doi.org/10.1007/s40489-023-00369-3
Publication status	E-pub ahead of print - Apr 2023

Keywords

Attention deficit/hyperactivity disorder (ADHD)
Autism spectrum disorder (ASD)
Elementary and secondary education; Special needs education; Computational Thinking
Social-emotional competencies

ASJC Scopus subject areas

Developmental Neuroscience
Cognitive Neuroscience
Psychiatry and Mental health
Behavioral Neuroscience

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/s40489-023-00369-3Licence: CC BY 4.0

Cite this

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title = "Fostering Computational Thinking and Social-emotional Skills in Children with ADHD and/or ASD: a Scoping Review",

abstract = "Although Computational Thinking (CT) is considered an essential 21st century skill, little is known about teaching CT to students with autism spectrum disorder (ASD) and/or attention deficit/hyperactivity disorder (ADHD). To address this gap in the research, we conducted a scoping review to identify those approaches promoting programming skills and/or CT in children aged 6–15 with ASD and/or ADHD. We also investigated which other skills were simultaneously fostered and examined the challenges and benefits reported in the interventions undertaken. Results indicate that fostering programming and/or CT in students with ASD and/or ADHD has a beneficial effect. CT-related skills acquired by such students were found to persist beyond the intervention period and were often associated with an improvement in student social-emotional competences.",

keywords = "Attention deficit/hyperactivity disorder (ADHD), Autism spectrum disorder (ASD), Elementary and secondary education; Special needs education; Computational Thinking, Social-emotional competencies",

author = "Christina Oswald and Lisa Paleczek and Katharina Maitz and Maximilian Husny and Barbara Gasteiger-Klicpera",

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year = "2023",

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doi = "10.1007/s40489-023-00369-3",

language = "English",

journal = "Review Journal of Autism and Developmental Disorders",

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T1 - Fostering Computational Thinking and Social-emotional Skills in Children with ADHD and/or ASD

T2 - a Scoping Review

AU - Oswald, Christina

AU - Paleczek, Lisa

AU - Maitz, Katharina

AU - Husny, Maximilian

AU - Gasteiger-Klicpera, Barbara

PY - 2023/4

Y1 - 2023/4

N2 - Although Computational Thinking (CT) is considered an essential 21st century skill, little is known about teaching CT to students with autism spectrum disorder (ASD) and/or attention deficit/hyperactivity disorder (ADHD). To address this gap in the research, we conducted a scoping review to identify those approaches promoting programming skills and/or CT in children aged 6–15 with ASD and/or ADHD. We also investigated which other skills were simultaneously fostered and examined the challenges and benefits reported in the interventions undertaken. Results indicate that fostering programming and/or CT in students with ASD and/or ADHD has a beneficial effect. CT-related skills acquired by such students were found to persist beyond the intervention period and were often associated with an improvement in student social-emotional competences.

AB - Although Computational Thinking (CT) is considered an essential 21st century skill, little is known about teaching CT to students with autism spectrum disorder (ASD) and/or attention deficit/hyperactivity disorder (ADHD). To address this gap in the research, we conducted a scoping review to identify those approaches promoting programming skills and/or CT in children aged 6–15 with ASD and/or ADHD. We also investigated which other skills were simultaneously fostered and examined the challenges and benefits reported in the interventions undertaken. Results indicate that fostering programming and/or CT in students with ASD and/or ADHD has a beneficial effect. CT-related skills acquired by such students were found to persist beyond the intervention period and were often associated with an improvement in student social-emotional competences.

KW - Attention deficit/hyperactivity disorder (ADHD)

KW - Autism spectrum disorder (ASD)

KW - Elementary and secondary education; Special needs education; Computational Thinking

KW - Social-emotional competencies

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U2 - 10.1007/s40489-023-00369-3

DO - 10.1007/s40489-023-00369-3

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AN - SCOPUS:85151491165

SN - 2195-7177

JO - Review Journal of Autism and Developmental Disorders

JF - Review Journal of Autism and Developmental Disorders

ER -

Fostering Computational Thinking and Social-emotional Skills in Children with ADHD and/or ASD: a Scoping Review

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

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