Meta-Analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism

Autor/inn/en	Ledbetter-Cho, Katherine; O'Reilly, Mark; Lang, Russell; Watkins, Laci; Lim, Nataly
Titel	Meta-Analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism
Quelle	In: Journal of Autism and Developmental Disorders, 48 (2018) 9, S.3021-3036 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-018-3573-2
Schlagwörter	Autism; Teaching Methods; Educational Technology; Technology Uses in Education; Handheld Devices; Age Differences; Cognitive Ability; Student Participation; Skill Development; Academic Ability + Suchen Sie Ihr Suchwort? Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Age; Difference; Age difference; Altersunterschied; Denkfähigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Portable touch-screen devices have been the focus of a notable amount of intervention research involving individuals with autism. Additionally, popular media has widely circulated claims that such devices and academic software applications offer tremendous educational benefits. A systematic search identified 19 studies that targeted academic skills for individuals with autism. Most studies used the device's built-in video recording or camera function to create customized teaching materials, rather than commercially-available applications. Analysis of potential moderating variables indicated that participants' age and functioning level did not influence outcomes. However, participant operation of the device, as opposed to operation by an instructor, produced significantly larger effect size estimates. Results are discussed in terms of recommendations for practitioners and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01