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||Root, J. R., Stevenson, B. S., Davis, L. L., Geddes-Hall, J., & Test, D. W. (2017). Establishing computer-assisted instruction to teach academics to students with autism as an evidence-based practice. Journal of Autism and Developmental Disorders, 47(2), 275-284.
||Academic achievement, autism, computer-assisted instruction, curriculum, learning, literature reviews, research methodology, research utilization, technology
||This comprehensive review was conducted to determine if computer-assisted instruction (CAI) is an evidence-based practice (EBP) to teach academics to students with autism spectrum disorder (ASD). Academics were defined as skills related to literacy, mathematics, science, or social studies. Searches conducted in four electronic databases, and hand searches conducted in several special education and autism-specific journals yielded 24 single-case studies and five group studies that met the inclusion criteria for this review. Each included article was coded for quality indicators (QIs) according to the guidelines of the National Technical Assistance Center on Transition (NTACT). After coding each study for QIs, the evidence was evaluated to determine if CAI to teach academics to students with ASD was an EBP. Studies are classified as being high quality, acceptable quality, or not meeting quality based on QIs met and unmet. Of the 24 included single-case studies, two met criteria for high quality and an additional eight met the criteria for acceptable quality. Two of the five group and quasi-experimental studies met criteria to be considered high quality. The remaining three did not meet enough QIs to be considered high or acceptable quality. Based on the NTACT criteria, this systematic review 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.
|Full-Text Availability Options:||https://www.ncbi.nlm.nih.gov/pubmed/27812773|