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INFACT:Including Neurodiversity in Foundational and Applied Computational Thinking (2023)

Description

INFACT is a program for the Inclusion of Neurodiversity in Foundational and Applied Computational Thinking. We have designed and studied teaching and learning materials for grades 3-8 that engage learners in computational thinking activities while providing supports for executive function. Our studies showed that these materials improved students’ computational thinking overall, and had particularly dramatic effects for learners with low executive function scores. INFACT serves as a model for how to provide inclusive teaching and learning to supporting neurodiversity in STEM.

See more about this project: https://www.terc.edu/ndinstem/about/infact/

Award: #U411C190179 US Dept of Ed EIR early-phase research program

Discussion

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Jodi Asbell-Clarke

November 13, 2023 3:51 pm

Hello. Thanks for interest in INFACT. Do you work with inclusive classrooms? What are ways you use to reach neurodivergent learners in STEM? We’d love to hear from you.
-jodi

Brian Drayton

November 14, 2023 8:31 pm

Very nice. I watched this with my autistic grandson in mind! I wonder about the links you see between these computational-thinking learning and other STEM learning.e.g. STEM problem solving in non-game (and/or less scaffolded) contexts?

Jodi Asbell-Clarke

November 15, 2023 9:40 am

Reply to  Brian Drayton

thanks Brian. We consider CT as a form of problem solving, one that requires systematicity and finding solutions that are generalizable and reusable (algorithms). In this way, it maps very well to many areas of science and math, and these practices (problem decomposition, pattern recognition, and abstraction are helpful in thinking through problem solving in STEM and in many daily life examples (e.g. recipes for cooking, routines to get ready for school, ways of approaching all kinds of tasks).

Jennifer Knudsen

November 15, 2023 7:25 am

Great video! I look forward to trying out some INFACT games myself! Does research tell use why people with autism have these particular strengths? Wondejng if there is a cultural component in addition to differences in how we use our brains

Jodi Asbell-Clarke

November 15, 2023 9:43 am

Reply to  Jennifer Knudsen

Thanks Jennifer. There is emerging neuroimaging research that suggests that autistic brains may have neural pathways that are more dense and regional (linking areas that are close together in the brain), which ADHD brains may have neural pathways that span greater regions of the brain but are more disperse. If this research holds up, it could be an amazing key to understanding neurodiversity (and the topic of my next book if I get so lucky! :)). There are also many huge cultural differences in who gets diagnosed with these conditions, how neurodivergent children are regarded within the family and community, and access to supports. All very complicated, and interesting!!

Kathryn Hobbs

November 15, 2023 2:59 pm

I appreciated how this video stepped through your years of work in this area – so comprehensive. Do you have any sense on how many teachers are using these resources and/or know about them? I know from watching teachers in the District where I live (and serve on the School Committee for) that new curriculum is constantly brought to them in so many areas and just wondering how this gets picked up and (hopefully) implemented broadly.

Jodi Asbell-Clarke

November 17, 2023 4:16 pm

Reply to  Kathryn Hobbs

Not enough….yet 🙂 We are hoping to get a mid-phase grant that will allow us to scale at the district level. We’ve always been working teacher by teacher thus far (we had 26 teachers in our national study – 13 INFACT and 13 control). It is rewarding to get to know the teachers, but not sustainable. With the mid-phase we will have on the ground support in various states to help with the distribution and PD

Stephen Alkins

November 15, 2023 3:06 pm

As Brian has mentioned, I watched this with my son in mine, who is Autistic (ASD-1, formerly Aspberger’s). As always, I am curious about a number of different things. I am wondering if there were variances in how the supports helped students along racial and or ethnic lines, but it looks like you saw general improvement in the additional supports you all developed. Also, how are you all measuring executive functioning?

Per Jennifer’s comment, I would definitely regard Ira Cohen’s work throughout the years for summarizing the connection between learning abilities and the pathophysiology. There are several markers for learning differences. Yes, denser neural networks in functional areas, lack of/inhibited neuronal migration during development, lack of synapse trimming, and more all contribute to this.

Thank you for the formation of this network!

Jodi Asbell-Clarke

November 17, 2023 4:18 pm

Reply to  Stephen Alkins

Thanks Stephen – I didn’t know your son is autistic. We will have to talk more as he grows 🙂 The intersection of race and neurodiversity is very interesting and I write a bit about it in my book. Dr. Yvette Harris was great to talk to in this area, as there is not much published about it. Short answer is that there are a lot of reasons why the intersection is very complicated, but our study wasn’t big enough to get into any measurement of that yet. Thanks for the Cohen lead. I will go check it out!! I find that stuff fascinating.

Mia Ong

November 20, 2023 8:49 pm

Reply to  Jodi Asbell-Clarke

Stephen and Jodi, my friends of color who have children with autism have recommended All the Weight of Our Dreams: On Living Racialized Autism (eds. LXZ Brown, E Ashkenazy, & MG Onaiwu). From what I understand, the book covers less about brain science and more about experience, but you might find some resonance or insights.

Jodi, I appreciated your video and the way your team is bringing light to this area! I have a study participant (a woman of color) who fits your description of testing off-the-charts in pattern recognition. She struggled in more mundane ways in large STEM college classes, though, and in part because of this was often disregarded by her professors. (She is now a PhD scientist.) I think your work is so important because it is bringing awareness to STEM teachers about creating inclusive classrooms where neurodiverse learners not only belong but thrive.