Technology-Aided Instruction and Intervention for Students With ASD: A Meta-Analysis Using Novel Methods of Estimating Effect Sizes for Single-Case Research
Technology-Aided Instruction and Intervention for Students With ASD: A Meta-Analysis Using Novel Methods of Estimating Effect Sizes for Single-Case Research
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DOI：
10.1177/0741932517729508
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发表时间：
2017-11-01
影响因子：
2.4
通讯作者：
Reichow, Brian
中科院分区：
文献类型：
--
作者：
Barton, Erin E.;Pustejovsky, James E.;Reichow, Brian
采用经过严格的、以实验为导向的研究验证的方法和策略是特殊教育的核心专业价值。我们利用国家自闭症专业发展项目的一部分研究，对技术辅助教学和干预（TAII）的实验文献进行了系统回顾和荟萃分析。我们将新颖的案例间效应量方法应用于 TAII 单案例研究基地。此外，我们使用荟萃分析方法来检查研究的方法质量，计算平均效应大小以量化 TAII 的证据水平，并比较单例和基于群体的实验研究的效应大小。结果将 TAII 计算机辅助教学的一类确定为跨单案例和小组研究的循证实践。使用 What Works Clearinghouse 总结评级，未将 TAII 增强和替代通信以及虚拟现实的其余两类确定为基于证据的。
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 TAIIcomputer-assisted instructionas an evidence-based practice across both single-case and group studies. The remaining two categories of TAIIaugmentative and alternative communication and virtual realitywere not identified as evidence-based using What Works Clearinghouse summary ratings.