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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-11-2013 | Original Paper

A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder

Auteurs: Victoria Knight, Bethany R. McKissick, Alicia Saunders

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 11/2013

Abstract

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, 2005) and Gersten et al. (Except Child 71:149–164, 2005) 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.

vorige artikel Challenging Stereotypes: Sexual Functioning of Single Adults with High Functioning Autism Spectrum Disorder

volgende artikel Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder

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Titel: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder
Auteurs: Victoria Knight
Bethany R. McKissick
Alicia Saunders
Publicatiedatum: 01-11-2013
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 11/2013
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-013-1814-y

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