INFACT Efficacy Report. Knology Publication No. EDU.051.602.03

This study examines the effect of Including Neurodiversity in Computational Thinking (INFACT), a collection of material for teaching Computational Thinking (CT) in grades 3-8. CT has many definitions, but all borrow concepts from computer science to structure problem-solving processes more generally. The materials are designed for use in inclusion classrooms, where neurodivergent students learn alongside their neurotypical peers. The study examines performance on a measure of CT proficiency for elementary school students who received INFACT instruction over a 10-week period, compared to students who received "business-as-usual" CT instruction. CT performance at baseline was equivalent for both groups, and correlated with performance on a measure of executive function. The INFACT group performed better on the post-intervention CT assessment than their peers in the comparison condition. Post-intervention CT scores for both groups were not correlated with executive function at this time, suggesting that CT instruction in general may help to "even the playing field" for neurodivergent students. Additional research is needed to identify the mechanisms by which this may occur. A separate validation study for the CT assessment used is appended. [This report was published by Knology.]