Technology-Aided Instruction and Intervention for Students with ASD: A Meta-Analysis Using Novel Methods of Estimating Effect Sizes for Single-Case Research

Autor/inn/en	Barton, Erin E.; Pustejovsky, James E.; Maggin, Daniel M.; Reichow, Brian
Titel	Technology-Aided Instruction and Intervention for Students with ASD: A Meta-Analysis Using Novel Methods of Estimating Effect Sizes for Single-Case Research
Quelle	In: Remedial and Special Education, 38 (2017) 6, S.371-386 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932517729508
Schlagwörter	Intervention; Pervasive Developmental Disorders; Autism; Meta Analysis; Effect Size; Special Education; Technology Uses in Education; Computer Assisted Instruction; Evidence Based Practice; Case Studies; Augmentative and Alternative Communication; Computer Simulation; Graduate Students; Literature Reviews + Suchen Sie Ihr Suchwort? Autismus; Meta-analysis; Metaanalyse; Special needs education; Sonderpädagogik; Sonderschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computer based training; Computerunterstützter Unterricht; Case study; Fallstudie; Case Study; Computergrafik; Computersimulation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01