A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder.
A comprehensive review of the literature was conducted for articles published between 1993 and 2012 to determine the degree to which technology-based interventions can be considered an evidence-based practice to teach academic skills to individuals with Autism Spectrum Disorder (ASD). Criteria devel...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 43; no. 11; pp. 2628 - 2649 |
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| Autores principales: | , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Springer Nature
Nov2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104145160&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104145160 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Nov2013 vid: 43 iid: 11 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 104145160 90672344 10.1007/s10803-013-1814-y NLM23543292 104145160 ppf: 2628 ppct: 21 formats: fmt: @attributes: type: P tig: atl: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder. aug: au: Knight, Victoria McKissick, Bethany Saunders, Alicia affil: Peabody College, Vanderbilt University, Nashville USA sug: subj: Autism Spectrum Disorder Epidemiology Teaching Methods Evaluation Technology Utilization Academic Achievement Education Child, Preschool Child Adolescence Male Female Human Systematic Review Interrater Reliability Descriptive Statistics Child, Preschool: 2-5 years Child: 6-12 years Adolescent: 13-18 years Male Female ab: A comprehensive review of the literature was conducted for articles published between 1993 and 2012 to determine the degree to which technology-based interventions can be considered an evidence-based practice to teach academic skills to individuals with Autism Spectrum Disorder (ASD). Criteria developed by Horner et al. (Except Child 71:165-178, ) and Gersten et al. (Except Child 71:149-164, ) were used to determine the quality of single-subject research studies and group experimental research studies respectively. A total of 25 studies met inclusion criteria. Of these studies, only three single-subject studies and no group studies met criteria for quality or acceptable studies. Taken together, the results suggest that practitioners should use caution when teaching academic skills to individuals with ASD using technology-based interventions. Limitations and directions for future research are discussed. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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