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Cracking The Code: The Impact of Computer Coding on the Interactions of a Child with Autism.

, , , and . IDC, page 445-450. ACM, (2017)

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Fidgeting with Fabrication: Students with ADHD Making Tools to Focus., , , , and . FabLearn, page 13:1-13:4. ACM, (2017)Differentiating for Diversity: Using Universal Design for Learning in Elementary Computer Science Education., , , , and . SIGCSE, page 376-381. ACM, (2016)Using Upper-Elementary Student Performance to Understand Conceptual Sequencing in a Blocks-based Curriculum., , , , , , , and . SIGCSE, page 231-236. ACM, (2017)User-Centered Design in Block-Based Programming: Developmental & Pedagogical Considerations for Children., , , , and . IDC, page 147-156. ACM, (2016)Interactive design by children: a construct map for programming., , , , , , and . IDC, page 267-270. ACM, (2015)Fourth Grade Students Reading Block-Based Programs: Predictions, Visual Cues, and Affordances., , , , , and . ICER, page 111-119. ACM, (2015)Assessing Children's Understanding of the Work of Computer Scientists: The Draw-a-Computer-Scientist Test., , , , , , and . SIGCSE, page 279-284. ACM, (2017)Cracking The Code: The Impact of Computer Coding on the Interactions of a Child with Autism., , , and . IDC, page 445-450. ACM, (2017)Educating Teachers for the Maker Movement: Pre-service Teachers' Experiences Facilitating Maker Activities., , and . FabLearn, page 99-102. ACM, (2016)Initialization in Scratch: Seeking Knowledge Transfer., , , , , and . SIGCSE, page 217-222. ACM, (2016)