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03-11-2016 | Original Paper | Uitgave 2/2017

Journal of Autism and Developmental Disorders 2/2017

Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice

Journal of Autism and Developmental Disorders > Uitgave 2/2017
Jenny R. Root, Bradley S. Stevenson, Luann Ley Davis, Jennifer Geddes-Hall, David W. Test
Belangrijke opmerkingen
A version of this paper was presented at the 2015 Annual Association for Behavior Analysis International Annual Convention and the 17th International Conference on Autism, Intellectual Disability, and Developmental Disabilities.


Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165–179, 2005; Gersten et al., Exceptional Children 71:149–164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed.

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