The Lantern Vol. 53, No. 1, Fall 1986

• Living In-Sanity • Sentence of Dawn • Addict • Where Do They Come From? • Midnight Hags Astride • Escape • Here I Sit • A Minor Key • To Picasso\u27s Old Guitarist • Nothing More • Love or Futility • A Few Inches • My Only Gift • Reserved • A Message to a Disillusioned Friend • Doing it the Hard Way • The Wall • A Look Ahead at a Look Behind • Fantasy Secret • Lisa • Caesar\u27s Last Words • There\u27s a Grouse in My House • If You Want Me • The Education of a Samaritan • Death of Illusion • I Walked and Pondered • A Woman Walked Past Him and He Smiled • Betrayal • Blindness • Innocence Unveiled • Amandahttps://digitalcommons.ursinus.edu/lantern/1129/thumbnail.jp

The Lantern Vol. 53, No. 2, Spring 1987

• The One • Homecoming-1946 • Puff • Victory • The Prelude • Playtime • There\u27s a Killer in My Heart • Who is Keats? • Relationships • It\u27s OK • Rasping • Wearers of Underwear • Conjecture • Look Her in the Eye • Counterpoint • When the Air is Biting • A Stream of Consciousness • Bach\u27s Concerto in E • Tomorrow Morn • Ruminations on Bob Dylan • Last Night a Dream • Stephen • A Baseball Story • I Am Sorry • And Baby Makes Two • Next on Mr. Steinbeck\u27s Itinerary • Upon Visiting the Nursing Home • Taps for Ralph • Yes, I Believe • The Morning After • Conversation • Dear Man • Autumn Leaveshttps://digitalcommons.ursinus.edu/lantern/1130/thumbnail.jp

The Lantern Vol. 52, No. 1, Fall 1985

• Nudes • Orion • Fragments of an Epic • Sunrise • The Planting Season • Nursing Home • Hope Chest • Childhood Swing • Relationships • Elroy, Leopold, and Max • Urban Dragon • The Farmer\u27s Wife • A Ballad of Two Lovers • Betrayal • Choices • Letting Go • Emergence of a Butterfly • Poem for Every Man • Friction • Genesis • All\u27s Well • The Willow Tree • White Wasteland • Moe\u27s Happy Christmas • Rare Bird • Carnivalhttps://digitalcommons.ursinus.edu/lantern/1127/thumbnail.jp

The Lantern Vol. 52, No. 2, Spring 1986

• The Cartoonist • Balance • Haiku • Moment of Truth • There Was a Man • Mad Song / Cassandra\u27s Song • Part I - The Descent • Political Thought • Beast • Questions Yet Unanswered • Aphrodite: A Lover\u27s Lament • The Most Limber Boy • Style And • Thoughts From My Confusion • Andy • Momma Wake Up • In The Suburbs • Tommy • When the Phone Rings • There\u27s Something Soothing • Starting Over • A Day in the Life of a Flower • Pretension • It Seems Like So Long Ago • I Walk Along • Insignificant Man • Variations on a Latin Theme • The Riddle • Roll the Dice - Its Your Turn • This Is Your Day • One Night Stand • Make My Day • You Really Can\u27t Expect • Medusa • Don\u27t Think • Broken Chain • Life...A Hammock? • To My Friend • Ode On a Grecian Keghttps://digitalcommons.ursinus.edu/lantern/1128/thumbnail.jp

A participatory approach to iteratively adapting game design workshops to empower autistic youth

IntroductionAutistic people face systemic barriers to fair employment. Informal learning may promote the self-determination transition-age autistic youth need to overcome and/or transform these barriers. This report focuses on the iterative process of developing video game design workshops guided by feedback from autistic students about instructional strategies they found engaging. This study is part of a three-year-long NSF-funded program of research that seeks to empower autistic youth to move toward successful careers by teaching educators how to more effectively guide them.MethodsIn the Summer of 2021, educators at an award-winning NYC-based, not-for-profit, education program, Tech Kids Unlimited (TKU) collaborated with researchers, including autistic students, to iteratively develop and assess two online game design workshops for transition-age autistic youth. Participants selected which workshop they were available for (Workshop 1: n = 18; M age = 16.72  years; Workshop 2: n = 16; M age = 16.56  years). Students in Workshop 2  had more varied support needs and were less motivated to learn video game design than students in Workshop 1. Students completed assessments before and after each workshop and rated their interest in specific workshop activities after each activity. Guided by data from Workshop 1, we revised instructional strategies before conducting Workshop 2.ResultsWe found little evidence for our hypothesis that attentional style would impact educational engagement. However, video game design self-efficacy and self-determination were often positively associated with engagement. Two industry speakers, one of whom was autistic, were among the highest-rated activities. As hypothesized, video game design self-efficacy and self-determination (and unexpectedly) spatial planning improved from pre- to post-test following Workshop 1. Despite our efforts to use what we learned in Workshop 1 to improve in Workshop 2, Workshop 2 did not lead to significant improvements in outcomes. However, students highlighted instructional strategies as a strength of Workshop 2 more often than they had for Workshop 1. Educators highlighted the importance of group “temperature checks,” individualized check-ins, social–emotional support for students and educators, and fostering a positive atmosphere.DiscussionFindings suggest that interactive multimodal activities, stimulating discussions, and opportunities to engage with neurodivergent industry professionals may engage and empower diverse autistic youth