Teaching Digital, Block-Based Coding of Robots to High School Students with Autism Spectrum Disorder and Challenging Behavior.

Knight et al. (2019) taught three high-schoolers with autism and tough behavior to code robots. They used model-lead-test: the teacher shows, they do together, then the teen tries alone. The code was block-based, like snapping Lego bricks on a screen.

The team ran a multiple-baseline across students. Each kid started at a different time so the teaching, not luck, caused any jump in skills.

All three teens learned the first robot code. When new codes appeared, they still made the robot move. Later, each student built brand-new code without help.

Challenging behavior stayed low while they coded. The kids liked the robot and asked for more turns.

Cox et al. (2015) ran a summer robotics camp and saw social anxiety drop, yet social skills stayed flat. F et al. push further: they swap the same robot platform for a coding class and show real skill gains.

Cruz-Torres et al. (2020) used parent-delivered video prompts on an iPad to teach daily living skills to teens with ASD. Both studies use portable tech and a multiple-baseline design, proving parents or teachers can lean on simple electronics for independence training.

Bigby et al. (2009) and Spanoudis et al. (2011) showed PDAs with fading prompts beat picture strips for cooking and task switching. F et al. move the logic into the 2019 classroom and swap the PDA for block coding, keeping the same steady fade.

If you work with high-schoolers who hit, bolt, or yell, you now have a fresh option: robot coding. Model-lead-test keeps the load low and the behavior calm. Slip a five-minute coding trial into the tech period. Start with one simple command, let the robot roll, then let the student add a second block. You may see both new skills and a happier kid.