A Systematic Quality Review of Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder

2021 ◽  
pp. 074193252110636
Author(s):  
So Yeon Kim ◽  
Mandy Rispoli ◽  
Rose A. Mason ◽  
Catharine Lory ◽  
Emily Gregori ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Reading Instruction ◽  
Reading Interventions ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Design Standards ◽  
Students With Autism ◽  
Quality Of Research

Technology has been widely used to teach reading skills to students with autism spectrum disorder (ASD), but the quality of research backing up this practice has not yet been fully investigated. The purpose of this review was to examine the quality of research on technology-aided reading interventions for students with ASD and summarize study characteristics of research studies with meeting the What Works Clearinghouse (WWC) design standards. A total of 31 studies using group design ( n = 4) or single-case design ( n = 27) were systematically aggregated, and 16 studies (52%) met the WWC design standards. Study features related to participants, intervention, technology usage, and outcome variables were synthesized for these 16 studies. Results indicated that two types of technology (i.e., computer, iPad) were used to deliver reading instruction through software programs or support interventionist-directed reading instruction. Finally, implications for research and practice are discussed.

scholarly journals Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder

2019 ◽  
Vol 45 (1) ◽  
pp. 66-98 ◽  
Author(s):  
Michael Solis ◽  
Colleen K. Reutebuch ◽  
Terry Falcomata ◽  
Paul K. Steinle ◽  
Veronica L. Miller ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Case ◽  
Main Idea ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Case Design ◽  
School Students ◽  
School Based ◽  
Validity Measures ◽  
Students With Autism

This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These results were followed by upward and stable trends, indicating a functional relationship between the independent and dependent variables. Social validity measures indicated that students appreciated the opportunity to make choices on text selection.

A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 43 (6) ◽  
pp. 790-818 ◽  
Author(s):  
Katie Wolfe ◽  
Sara Pound ◽  
Meka N. McCammon ◽  
Laura C. Chezan ◽  
Erik Drasgow
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Design Standards ◽  
Communication Behaviors

Individuals with autism spectrum disorder (ASD) may engage in repetitive social-communication behaviors that can limit their skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicates that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study is to systematically review the literature on interventions to increase variable social-communication behaviors in individuals with ASD. We identified 32 studies through a database search and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Eighteen studies containing 55 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence based on visual analysis from each of these 18 studies and calculated effect sizes using Tau-U. Our results indicate that most cases (65%) provide strong evidence of a functional relation between the interventions and varied social-communication behaviors, and the median Tau-U was .82. We discuss the implications of our results for practice and for future research on interventions designed to increase variability with this population.

A Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder

2015 ◽  
Vol 33 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Cathy H. Qi ◽  
Erin E. Barton ◽  
Margo Collier ◽  
Yi-Ling Lin ◽  
Charisse Montoya
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Visual Analysis ◽  
Causal Relation ◽  
Single Case ◽  
Social Stories ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Design Standards

The purpose of this systematic review was to synthesize 22 single-case research design (SCRD) studies on social stories intervention for individuals with autism spectrum disorder (ASD). We used the What Works Clearinghouse (WWC) SCRD standards to analyze study rigor and evidence of a causal relation. We calculated four nonoverlap indices to evaluate intervention, maintenance, and generalization effects. Results suggested that all studies met the WWC design standards with or without reservations. Seven studies (32%) provided strong or moderate evidence of a causal relation. Nonoverlap indices calculations indicated social stories intervention was effective. Using the WWC 5-3-20 guidelines to determine evidence of social stories, social stories intervention would not be considered an evidence-based practice (EBP) for individuals with ASD based on visual analysis, but would be deemed an EBP based on nonoverlap indices. It is worth noting that WWC used visual analysis, not nonoveralap indices, to determine whether an intervention meets the 5-3-20 replication rule. Findings of the systematic review showed there were discrepancies. Implications for future research and practice are discussed.

Video Prompting to Teach Robotics and Coding to Middle School Students With Autism Spectrum Disorder

2019 ◽  
pp. 016264341989024
Author(s):  
John C. Wright ◽  
Victoria F. Knight ◽  
Erin E. Barton ◽  
Meghan Edwards-Bowyer
Keyword(s):  
Middle School ◽  
Autism Spectrum Disorder ◽  
Special Education ◽  
Public School ◽  
Single Case ◽  
Academic Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
The Social ◽  
Students With Autism

Video-based modeling is an evidence-based practice for teaching social and communication skills, functional and daily living skills, and some academic skills (i.e., math) to students with autism spectrum disorder. The efficacy of video-based modeling, however, has not yet been established for STEM skills related to science, technology, or engineering. Drawing on findings from a systematic review of video-based modeling to teach academic skills to students with autism spectrum disorder and/or intellectual disability, researchers used a single-case study design to examine the efficacy of video-based modeling for teaching robotics and coding to students with autism spectrum disorder. Specifically, researchers used a multiple probe across skills single-case research design replicated across three middle school participants to teach block-based coding of robots. This afforded three intraparticipant replications and three interparticipant replications. A functional relation between the use of systematic video prompting and mastery of robotics coding skills was demonstrated. Further, to substantiate the social and ecological validity of video-based modeling interventions for public school settings, a special education teacher implemented the intervention in a special education classroom. Additionally, questionnaires were disseminated to study participants and public school special educators naive to the study purpose and outcomes to assess the social validity (i.e., feasibility and effectiveness) of the intervention.

Systematic Review of Safety Skill Interventions for Individuals With Autism Spectrum Disorder

2020 ◽  
pp. 002246692091824
Author(s):  
Elif Tekin-Iftar ◽  
Seray Olcay ◽  
Nursinem Sirin ◽  
Hatice Bilmez ◽  
H. Deniz Degirmenci ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Case ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Effect Sizes ◽  
Safety Skills ◽  
Design Standards ◽  
Improvement Rate

We conducted a descriptive analysis of single-case research design (SCRD) studies on safety skills instruction (SSI) for individuals with autism spectrum disorder (ASD). Once we identified studies through electronic databases and reference lists, we used What Works Clearinghouse (WWC) Standards to evaluate each study. We analyzed studies in terms of various descriptive variables, calculated effect sizes through improvement rate difference (IRD), and aggregated effect sizes across studies to produce an omnibus effect size. Results showed 18 of 29 studies met the WWC Standards to meet design standards (MS) and meet design standards with reservations (MS-R), and various types of SSI were effective in teaching various skills. Of 18, 12 studies resulted in a large effect, and we found a behavioral skills training package (BST) to be evidence-based when we applied a 5-3-20 rule. Implications for researchers and practitioners are discussed.

A Comparison of Manipulative Use on Mathematics Efficiency in Elementary Students With Autism Spectrum Disorder

2019 ◽  
Vol 35 (4) ◽  
pp. 179-190 ◽  
Author(s):  
Laura Bassette ◽  
Emily Bouck ◽  
Jordan Shurr ◽  
Jiyoon Park ◽  
McKenzie Cremeans ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Advanced Mathematics ◽  
Mathematical Problems ◽  
Students With Autism ◽  
The Impact

Manipulatives are a commonly used intervention that provide visual instruction known to promote mathematical learning; however, the impact on students with autism spectrum disorder (ASD) is less understood. Improving mathematical procedural understanding is important for students with ASD given these skills can help increase access to more advanced mathematics and future opportunities (e.g., postsecondary education). This study expanded upon previous research and compared the ability of students with ASD to solve mathematical problems when using concrete and app-based manipulatives. A single-case alternating treatment design was used to explore differences in steps completed independently per minute (i.e., efficiency) and accuracy when using both types of manipulatives. Two participants were more efficient when using the app-based manipulative while one was more efficient with the concrete manipulative. Similar to previous research, all participants indicated they preferred the app-based condition. Limitations and future research are included.

scholarly journals Quality of high school programs for students with autism spectrum disorder

Autism ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 707-717 ◽  
Author(s):  
Bonnie R Kraemer ◽  
Samuel L Odom ◽  
Brianne Tomaszewski ◽  
Laura J Hall ◽  
Leann Dawalt ◽  
...  
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
The United States ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Quality Ratings ◽  
School Programs ◽  
High School Programs ◽  
Students With Autism

The purpose of the study was to examine the quality of high school programs for students with autism spectrum disorder in the United States. The Autism Program Environment Rating Scale–Middle/High School was used to rate the quality of programs for students with autism spectrum disorder in 60 high schools located in three geographic locations in the United States (CA, NC, and WI). Findings indicated that the total quality rating across schools was slightly above the adequate criterion. Higher quality ratings occurred for program environment, learning climate, family participation, and teaming domains. However, quality ratings for intervention domains related to the characteristics of autism spectrum disorder (e.g. communication, social, independence, functional behavior, and transition) were below the adequate quality rating level. Also, quality ratings for transition were significantly higher for modified (primarily self-contained) programs than standard diploma (primarily served in general education) programs. School urbanicity was a significant predictor of program quality, with suburban schools having higher quality ratings than urban or rural schools, controlling for race, school enrollment size, and Title 1 eligibility status. Implications for working with teachers and school teams that support high school students with autism spectrum disorder should include a targeted focus on transition programming that includes a breadth of work-based learning experiences and activities that support social-communication domains.

Sign in / Sign up

Export Citation Format

Share Document