Effect of robotic coding teaching in children with autism spectrum disorder

The purpose of the research was to determine the effectiveness of teaching individuals with ASD in early childhood robotic coding through explicit instruction. The research utilized a coding tool called "Code-a-pillar." The study participants comprised one girl and two boys, aged between 5 and 6. The research employed a single-subject design with an multiple probe design across participants model. The findings from the study indicate that teaching individuals with ASD in early childhood robotic coding using explicit instruction is highly effective. During the follow-up sessions conducted two and four weeks after the intervention sessions, it was observed that the participants maintained the acquired skills. In the generalization sessions, it was determined that two participants were able to generalize their coding skills to a tablet application called "Think&Learn Code-a- pillar." The social validity findings obtained from the participants' classroom teachers and parents demonstrate that opinions regarding the teaching robotic coding through explicit instruction to individuals with ASD in early childhood were positive, indicating that it contributed to the participants in various aspects.