Social Coding: The Viewpoints of Adolescents with ASD, Their Parents and Mentors on Participation in Social Coding Clubs

Background: While it is clear that people living with ASD experience challenges in social communication and interaction, there is increasing evidence that social functioning can be improved by providing opportunities to socialise in supported and structured environments. Parallel to this research there is emerging appreciation that many individuals with ASD possess abilities and strengths, including attention to detail and an affinity for rule based activities such as computer coding. It is likely that programs combining a group approach with an activity focus, such as computer coding, will be particularly engaging for adolescents with ASD. However, little is known of the experience of young people with ASD attending such programs, or the viewpoints of their parents or mentors on these programs.

Objectives: This study explored the viewpoints of adolescents diagnosed with ASD, their parents and coding mentors in relation to their participation in community computer coding clubs specifically targeted at adolescents with ASD.

Methods: Q methodology, which enables viewpoints to be obtained without an interview, was employed facilitating an in-depth understanding of attitudes and beliefs of participants regarding their experience of computer coding group. The Q methodology in this study followed the five stage procedure of: 1) Developing the concourse to gain insight into broad attitudes and beliefs of people involved in ASD-specific coding groups; 2) Identifying Q Sort statements guided by the concourse and the ‘Five C’s model’ of Positive Youth Development; 3) Administering the Q Sort electronically or via a physical Q Sort grid and statement cards; 4) Factor Analysis using PQ method software; and, 5) Interpretation of factors. A total of 54 participants completed the Q Sort: 16 adolescents with ASD, 10 parents and 28 mentors.

Results: Two viewpoints were identified by adolescent participants and a total of three viewpoints were identified by parent and mentor participants. All adolescent participants loaded significantly onto either Viewpoint 1) “Social coding is cool”, or Viewpoint 2) “Community coding is cool”. In contrast, 11 parent/mentor participants loaded significantly onto either Viewpoint 1) “Social coding is a pathway to the future”, Viewpoint 2) “Social coding is challenging”, or Viewpoint 3) “Mentored coding is cool”.

Conclusions: Findings highlighted that adolescents with ASD highly valued the social aspects of the computer coding clubs, while parents saw the coding clubs as a pathway to future job opportunities and as an opportunity for skill development. These divergent viewpoints underline the importance of consulting both adolescents with ASD and their parents in developing engaging and effective group interventions. Mentors also played a central role in facilitating the development of coding skills and social interaction. This study suggests that computer coding clubs are an approach which provides an opportunity to both practice and develop social skills and to learn technical coding skills, both of which are beneficial in the pathway to adult roles including employment.