A Creative 3D Design Programme: Building on Interests and Social Engagement for Students with Autism Spectrum Disorder (ASD)

Abstract

This study explores the processes occurring during technology workshops which built on interests and enhanced social engagement for students with autism spectrum disorders (ASD). The workshops used a community based research design and focused on teaching a creative three-dimensional (3D) design programme (SketchUp™) to students with ASD. Seven boys (ages 8–17) participated in this pilot programme over a 6-month period. The methodology was a qualitative thematic analysis of videotapes and transcripts of workshop sessions. The two key themes that emerged were: (1) development of authentic peer relationships through humour, common interests, physical actions, and playful competition; and (2) the importance of a scaffolded learning environment with support from peers and an adult mentor, as opportunities for social engagement. These findings indicate that 3D design technology can build on strengths and interests of students with ASD and promote social engagement in naturally occurring environments. A positive youth development philosophy focusing on technology interests may be useful with students with ASD, especially in connection to existing service delivery models.

Keywords:

• autism
• autism spectrum disorders (ASD)
• community based research
• creativity
• interests
• peers
• social engagement
• technology

Acknowledgements

The authors would like to thank the families who participated and Universal Creative designer and SketchUp mentor Steven Gross, Amy Wadsworth for feedback on the manuscript, and our collaborators at Trimble SketchUp for their participation and inspiration. We would also like to acknowledge the University of Utah Community-Based Research Grant, which supported this research.

Disclosure statement

Professors Scott and Cheryl Wright are co-owners of NeuroVersity, the community outreach component of the technology education programme they developed and which is the focus of this article.

Additional information

Funding

The findings reported here were funded by the University of Utah Community-Based Research Grant and no restrictions have been imposed on free access to, or publication of, the research data. The content of this publication does not necessarily reflect the views or policies of the University of Utah nor does mention of trade names, commercial products, or organisations imply endorsement by the University of Utah. Opinions reflect those of the author(s) and do not necessarily reflect those of the funding agency.