This year the BBRG has partnered with the Department of Family and Community services to run an IT club for teenagers with Autism Spectrum Disorder (ASD) in our local community. As the second session has drawn to a close, we asked PhD student Kimaya Sarmukadam to reflect on the experience and give us an insiders view on what goes on inside the IT club.

“This is really the first time I have worked with these individuals on a face-to-face level and it has truly been one of the best experiences I’ve had. The children I have had the opportunity to meet have been so insightful and clever that I feel grateful to have learned from them! It has been a fun experience for me and I am excited for it to continue!”

Can you tell us a bit about the IT club – what is the aim of the program?

Children and adolescents with Autism Spectrum Disorder (ASD) often have difficulties with social communication, particularly in regards to engaging with their peers. Therefore, the aim of this program is to increase social skills in a non-judgmental but engaging environment, through a topic of interest. While social skills are not specifically taught, we hope that by having a low-distraction but highly structured environment (which ASD individuals thrive in) and being involved in an activity (IT) that they enjoy, participants will improve their communication and social interaction skills.

What has your role been within the IT club?

I am a clinical research assistant for the IT club and have mainly been involved in organising the sessions, assessing the participants, planning, observing and making sure that the participants are comfortable during the sessions.

Can you tell us a bit about a typical club session – what would happen, what sort of activities are the participants involved in?

The main activities the instructor has taught involve Scratch – which is an interactive programming language where participants can see both their code and its output on the same screen. We have a limit of 5 participants per session, so that the environment is not overwhelming.

In a typical club session, participants come in and sit in their regular spot (assigned to them to decrease uncertainty) and the instructor and I greet them and let them get settled in. Initially, the instructor outlines the session’s activities, so that the participants know what is expected of them. Adapting to change can sometimes be difficult for these participants and therefore we have a 15-20 minutes’ transition activity every session that is computer-based to help the participants adjust to their environment. The instructor then teaches two or three IT-based activities (with the Scratch program) to the participants, with the option for students to move on ahead if they like. Finally, I ask a few questions to ask them to reflect on the session and hopefully to instigate some social interaction amongst peers.

Do you think this has been a valuable experience for the participants?

Their confidence in IT has increased, and for some, their resilience increased as well – especially when the individuals made mistakes. One of the parents for this year’s cohort even said that the course helped her son focus his interest in IT into something he may like to pursue as a career in the future!

Socially, both cohorts made great progress in initiating conversations, increasing eye contact, and especially in self-regulation. Participants appeared to have increased interest in their peers and played off each others’ interests (especially in the first cohort).

Are there further sessions to be held? How could people find out more?

Yes! We are hoping to start another session later this year. People can contact Ms. Robyn Eigeland at Department of Family and Community Services, Inverell, NSW. Ph: 02 6728 – 1502 | Email: Robyn.Eigeland@facs.nsw.gov.au

Thanks Kimaya for sharing your experiences and insight with us.

Photo Credit: Jon Clay