A meta-analysis of technology-aided instruction and intervention for students with ASD
The adoption of methods and strategies validated through rigorous, experimentally oriented research is a core professional value of special education. We conducted a systematic review and meta-analysis examining the experimental literature on Technology-Aided Instruction and Intervention (TAII) using research identified as part of the National Autism Professional Development Project. We applied novel between-case effect size methods to the TAII single-case research base. In addition, we used meta-analytic methodologies to examine the methodological quality of the research, calculate average effect sizes to quantify the level of evidence for TAII, and compare effect sizes across single-case and group-based experimental research. Results identified one category of TAII—computer-assisted instruction—as an evidence-based practice across both single-case and group studies. The remaining two categories of TAII—augmentative and alternative communication and virtual reality—were not identified as evidence-based using What Works Clearinghouse summary ratings.
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@article{barton2017,
author = {Barton, Erin E. and Pustejovsky, James E. and Maggin, Daniel
M. and Reichow, Brian},
title = {A Meta-Analysis of Technology-Aided Instruction and
Intervention for Students with {ASD}},
journal = {Remedial and Special Education},
volume = {38},
number = {6},
pages = {371-386},
date = {2017-07-01},
url = {http://dx.doi.org/10.1177/0741932517729508},
doi = {10.1016/j.jsp.2018.02.003},
langid = {en}
}