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Gulnoza Yakubova; Briella Baer Chen; Melissa A. Defayette – Review Journal of Autism and Developmental Disorders, 2024
In this systematic review, we examined the use of technology-based interventions to teach science, technology, engineering, and mathematics (STEM) skills to K-12 autistic students. Twenty peer-reviewed articles with 59 autistic participants, ages 5-21 and published between 2012 and 2021 were included. Studies used a variety of technology-based…
Descriptors: STEM Education, Intervention, Kindergarten, Elementary Secondary Education
Maggie A. Mosher; Adam C. Carreon; Stephanie L. Craig; Lindsay C. Ruhter – Review Journal of Autism and Developmental Disorders, 2022
This study presents the findings of a systematic review of empirical research on the use of augmented reality (AR), virtual reality (VR), mixed reality (MR), and extended reality (XR) to present social skill instruction to school-age students with autism spectrum disorder (ASD). Forty-one articles met the inclusion criteria. Studies targeted…
Descriptors: Autism Spectrum Disorders, Interpersonal Competence, Computer Simulation, Technology Uses in Education
Carlin Conner; Jill H. Allor; Jennifer Stewart; Devin M. Kearns; Amy Gillespie Rouse – Review Journal of Autism and Developmental Disorders, 2023
This literature synthesis examines empirical literature on interventions and measures used in experimental studies of reading comprehension for students with both autism spectrum disorder (ASD) and intellectual disability (ID) or intensive support needs. Eleven studies met inclusion criteria. We present the effectiveness of the interventions and…
Descriptors: Reading Comprehension, Intervention, Autism Spectrum Disorders, Intellectual Disability
Mohammad Al-Rashaida; Imanol Amayra; Juan Francisco López-Paz; Oscar Martínez; Esther Lázaro; Sarah Berrocoso; Maitane García; Manuel Pérez; Alicia Aurora Rodríguez; Paula María Luna; Paula Pérez-Núñez; Patricia Caballero – Review Journal of Autism and Developmental Disorders, 2022
We conducted a systematic review of studies on mobile devices, including tablets, iPads, and smartphones, in teaching programs for young children with autism spectrum disorder (ASD). We conducted a search of the electronic databases (period 2002--2019) supplemented by a search for additional relevant articles by means of cross-referencing. In…
Descriptors: Telecommunications, Handheld Devices, Preschool Children, Autism Spectrum Disorders
Gulnoza Yakubova; Briella Baer Chen – Review Journal of Autism and Developmental Disorders, 2023
Video-based intervention (VBI) is an evidence-based practice for teaching a wide array of skills to autistic children and young adults; however, a limited number of studies have examined the effectiveness of parent-implemented VBI when teaching children functional skills in a home setting. The purpose of this evidence-based systematic review was…
Descriptors: Video Technology, Intervention, Parent Participation, Evidence Based Practice
Emily Heng; Marc J. Lanovaz; Alexia Beauregard – Review Journal of Autism and Developmental Disorders, 2021
Researchers have widely reported using technological interventions to support young children with autism spectrum disorder. Given the abundance and diversity of research on the topic, the authors conducted a scoping review of 158 studies published from 1994 to 2019 to provide a current state of the literature and guide future research. Overall,…
Descriptors: Intervention, Technological Literacy, Autism Spectrum Disorders, Young Children
Ashley R. Gibbs; Christopher A. Tullis – Review Journal of Autism and Developmental Disorders, 2021
An increasing number of investigations have described various interventions to promote the emergence of derived responding within the relation of sameness for individuals with autism and other intellectual and developmental disabilities. Systematic searches identified 53 studies published since 2013 that met inclusion criteria. These studies were…
Descriptors: Autism Spectrum Disorders, Intellectual Disability, Developmental Disabilities, Literature Reviews
Heather Coleman; Kevin S. Sutherland; Yaoying Xu; Hollie Mason – Review Journal of Autism and Developmental Disorders, 2020
When educating young children with autism, it is imperative to use a teaching practice that is supported by evidence-based research. This review examined and synthesized the results of studies targeting the acquisition of verbal requests (mands) by young children with autism. Results indicated that verbal mand interventions are effective at…
Descriptors: Verbal Communication, Young Children, Teaching Methods, Autism Spectrum Disorders
Summer Bottini; Jennifer Vetter; Laura McArdell; Kaylie Wiseman; Jennifer Gillis – Review Journal of Autism and Developmental Disorders, 2018
Task interspersal is a commonly used teaching method for individuals with autism spectrum disorder. There are several procedural variations of task interspersal reported in the literature. The purpose of the present meta-analysis was to examine the effectiveness of different procedural variations and the effectiveness of task interspersal across…
Descriptors: Task Analysis, Interpersonal Competence, Teaching Methods, Autism Spectrum Disorders
Binita D. Singh; Dennis W. Moore; Brett E. Furlonger; Angelika Anderson; Rebecca Fall; Sarah Howorth – Review Journal of Autism and Developmental Disorders, 2021
Research was reviewed that focussed on the reading comprehension abilities of students with Autism Spectrum Disorders (ASD). Although single-case experimental design (SCD) is an accepted and widely used way in which to evaluate an evidence-based practice, very few studies met the What Works Clearinghouse (WWC) standards for evidence-based SCD…
Descriptors: Reading Comprehension, Autism Spectrum Disorders, Students with Disabilities, Teaching Methods
Kian Habib; Tina Montreuil; Armando Bertone – Review Journal of Autism and Developmental Disorders, 2018
Increased participation in structured exercise (SE) routines has positive effects on physiological, cognitive, and social development (SD) for students of all ages and abilities. SE offers unique opportunities for social learning in a non-academic context. SE allows students to practice vital social skills such as observation, imitation, and…
Descriptors: Socialization, Autism Spectrum Disorders, Exercise, Teaching Methods
Karen H. Larwin; Kathleen B. Aspiranti – Review Journal of Autism and Developmental Disorders, 2019
The ability for individualization and the wide array of available apps have made portable electronic devices popular for use with students with autism, particularly in the classroom. The current study examined the effectiveness of using iPads to deliver academic interventions to students with autism. Seven studies using iPads with single-case…
Descriptors: Outcomes of Education, Autism Spectrum Disorders, Handheld Devices, Intervention
Margot Boles; Jennifer Ganz; Shanna Hagan-Burke; Ee Rea Hong; Leslie C. Neely; John L. Davis; Dalun Zhang – Review Journal of Autism and Developmental Disorders, 2019
This meta-analysis analyzed 39 studies that met the inclusion criteria for employment-related interventions for individuals with developmental disabilities. Each experiment included in this analysis either met or met with reservations all of the basic design standards (Kratochwill et al. 2010, 2013). Tau-U effect sizes were calculated for each…
Descriptors: Autism Spectrum Disorders, Meta Analysis, Employment, Intervention
Elizabeth M. Hughes; Gulnoza Yakubova – Review Journal of Autism and Developmental Disorders, 2019
This systematic review of literature synthesizes research on video-based instruction (VBI) to teach mathematics to students with autism spectrum disorder (ASD). Eleven studies, including gray literature, were included in the synthesis resulting in data analysis of performance from 29 participants. To better align with transparent reporting…
Descriptors: Mathematics Achievement, Achievement Gap, Mathematical Concepts, Concept Formation
Jennifer L. Wertalik; Richard M. Kubina Jr. – Review Journal of Autism and Developmental Disorders, 2017
Individuals with autism spectrum disorder (ASD) often experience learning challenges that impact their ability to navigate the social and vocational world of adults without disabilities. Lack of independent functioning correlates with poor postschool outcomes for many individuals with ASD. In order to improve social and vocational outcomes,…
Descriptors: Intervention, Daily Living Skills, Skill Development, Independent Living
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