Project Social Code: Robotics & Social Skills matters because it changes what a BCBA notices when decisions have to hold up in school teams and classroom routines. In Project Social Code: Robotics & Social Skills, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Women in Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →In a complex and changing world, students must leave school with the skills to make sense of their world, solve novel problems, and use data to navigate the many paths before them. These skills can be taught through high-quality instruction in science, technology, engineering, mathematics, and computer science (STEM C/S). Unfortunately, the lack of diversity in STEM education and professions is a continuing concern across the nation from a social justice perspective and a competitive workforce perspective (National Academy of Engineering & Institute of Medicine, 2011). Multiple factors have limited access to these fields for many demographics, specifically for individuals with disabilities. Education and workforce inclusion initiatives have historically focused less on individuals with disabilities, and individuals with disabilities are underrepresented in science, engineering, and mathematics education programs and professions (Klimaitis & Mullen, 2020). The significance of expanding the diversity of persons entering the STEM occupations has long been recognized, but only lately has it reached a degree of prominence that both institutes of higher education and policymakers are now commanding concerted efforts. Researchers from the University of Georgia State, Central Florida, and North Carolina received a five-year, $2.25 million grant from the U.S. Department of Education to investigate integrating STEM and social skills instruction for elementary-aged students with autism and intellectual disabilities. The Project Social Code collaborative explores how social robots can be incorporated into classrooms most efficiently while using a feasible research-based curriculum. The curriculum guides teachers to provide equitable and accessible, high-quality social-related STEM instruction. Thoughtful consideration of scaffolded student support systems, individual preferences, and project-based learning activities are used to teach, model, and practice the core components of STEM C/S instruction and related social skills. Presenters will highlight five critical areas (e.g., visual supports, opportunities to respond, prompting, communication supports, and reinforcement/feedback) to enhance and increase student independence and interactions.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Janet Sanchez Enriquez, PhD, BCBA-D attended the University of North Carolina Charlotte as an OSEP scholar working under the mentorship of Dr. Rob Pennington.Her research interests include working alongside vulnerable and diverse populations promoting applied behavior analysis for teaching and learning through research and the development of culturally and linguistically diverse verbal behavior assessments and interventions. She is a founding member and Secretary of the non-profit the Mexican Organization of Practitioners of Applied Behavior Analysis (Organización Mexicana de Practicantes del Análisis Conductual Aplicado, serves on the Board of Directors for the World Behavior Analysis Day Alliance, sits on the Executive Council for the Texas Association of Behavior Analysis and was previously the Council for Exceptional Children’s Division on Autism Developmental Disabilities DEI Student Liaison.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
236 research articles with practitioner takeaways
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
No credit card required. Cancel anytime.
All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.