While there is flexibility to how the Robotics Social Club and associated teacher professional learning is implemented in schools, the following elements of the program are considered essential to its effectiveness in a school setting. These guidelines are drawn from a review of autism intervention research by Koegel, Matos-Freden, Lang, and Koegel (2012).
- Individualised planning: The program should include an individualised analysis of the social strengths and challenges of each student with ASD (see Identifying Individual Student Needs), using the Personal and Social Capabilities continuum as a guide to assess their current level in each area. Ideally this would also involve monitoring of student reflections, and teacher assessment of students’ demonstration of the success criteria, to help assess their response to intervention. This will help identify target areas, and evaluate the effectiveness of the Robotics Club for the student(s) with ASD. (Koegel, Dunlap, & Koegel, 1996).
- Providing opportunities to communicate with peers: Increased opportunity for positive social interaction and communication with peers and teachers in the Robotics Club setting is essential, as students with ASD often have few opportunities during the school day for positive interaction in a motivating environment (Chiang, 2009).
- Self-management: The learning process students follow for planning, monitoring and evaluating their demonstration of the teamwork skills (see Session Schedule & Learning Process), is essential to encourage self-management and thus generalisation of learned skills (Koegel & Koegel, 1990). Teachers are also encouraged to listen to students’ preferences in planning Robotics Challenges, to maximise students’ engagement.
- Consistent implementation: Ensuring consistency in the running of the Robotics Club across teachers, and across sessions, will support students’ progress (Koegel & Koegel, 2006).
- Home-school communication: Communication between the school and parents of students with ASD to encourage reinforcement of target skills at home, has been shown to result in faster learning of skills, and assists students to maintain positive social behaviours over time (Koegel et al., 2003). Schools can use the Parent Information Sheet Template (Word, 18 KB) and refer parents to the Parents section of this website, to facilitate home-school communication. In addition, it is recommended that schools invite parents to selected sessions, to enhance home-school communication and as an opportunity for students to develop leadership skills and a sense of mastery and expertise.
- Implemented within a school setting: The Robotics Social Club program has been developed and researched within mainstream school settings. Many of the essential elements of this program can only occur within an inclusive school or college setting (Ormrod, 2006).