Strengths-Based Programs for Individuals with Autism Spectrum Disorder: A Scoping Review Defining the Active Ingredients

Background: While it is widely recognized that many individuals with Autism Spectrum Disorder (ASD) have abilities and strengths well suited to employment in the Information Communication Technology (ICT) industry, they continue to be under represented in this industry and their overall employment rate remains less than optimal. It has been proposed that employment outcomes in adulthood for people with ASD could be improved through strengths-based programs that leverage strengths, capitalize on existing skills and prepare adolescence with ASD for work. The Autism Academy of Software Quality Assurance (AASQA) and Autism West in Western Australia both deliver strength-based programs targeted at adolescents with ASD with interests in Science, Technology, Engineering, Arts and Mathematics (STEAM). A significant focus of these programs is computer coding clubs which draw from the CoderDojo approach which aims to provide a fun, free and social open learning environment where young people can meet others with similar interests to themselves, develop 21st century skills and build creative projects of their own choice using digital technology.

Objectives: To define the context, mechanisms and outcomes of strengths-based computer coding groups for adolescents with ASD.

Methods: A realist evaluation was employed triangulating ethnographic data collection methods (participant observations and focus groups) and investigators (two observers). Observations were undertaken during eight sessions of computer coding groups for 17 adolescents with ASD and five program mentors or facilitators. Focus groups were conducted with seven adolescents with ASD who had attended the computer coding groups, nine of their parents, and nine mentors or facilitators. Field notes and focus group discussions were transcribed verbatim and coded using the context, mechanism and outcome framework. Context refers to anything that was present prior to the intervention program, inclusive of personal factors. Mechanisms include program components that lead to change. Outcomes refer to changes that occur as a result of the strength-based program.

Results: Themes within the context category were personal factors of students with ASD, personal factors of facilitators and expectations of parents. Themes within the mechanism category were adaptable environment, facilitator-student interaction, student-student interaction, match between facilitators and mentors technical computer skills and student interests, shared interests, autonomy and goal setting. Themes in the outcome category included social engagement, skill development, goal achievement, confidence and motivation.

Conclusions: This study highlights the mechanisms of a strengths-based computer coding group, the context in which mechanisms occur and the outcomes for adolescents with ASD. The main findings emphasized the importance of matching the technical skills of facilitators with student interests, providing an adaptable environment and achieving social and technical skill outcomes. These findings, combined with those of previous strengths-based research in ASD, could potentially inform the development of a strengths-based framework to underpin future Science, Technology, Engineering, the Arts and Mathematics (STEAM) programs for young people with ASD. Future research should evaluate the effectiveness of STEAM programs underpinned by this framework in improving outcomes for people with ASD.