There are many advantages to an integrated approach to computer science, which applies computing concepts and practices within disciplines other than computer science (CS). Not only is it a compelling approach to attracting students who would otherwise be uninterested or unable to access CS instruction, all disciplines have challenges that could use computational tools and methods thus an integrated computing approach develops computational literacy in all students (Barr et al., 2023). This integrated approach is being increasingly used in elementary settings however students with disabilities continue to be left out of these initiatives (De Araújo & Andrade, 2021). This experience report describes how our team used recommendations from the literature to develop an integrated computing curriculum for elementary students with Autism Spectrum Disorder (ASD) that combines coding with social skills instruction using DASH robots. Social skills are pivotal for all students, particularly those with ASD, as they learn to problem solve and use critical thinking skills in group settings. We discuss how we used data collection measures to iteratively revise the curriculum and instructional experience across the years. We conclude by previewing the next steps that we are taking and discussing lessons learned from the development process, such as the need for ready-to-use materials with built-in opportunities for differentiation and the need for professional learning communities to support teachers implementing the curriculum.