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ERIC Number: EJ1160915
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0741-9325
Technology-Aided Instruction and Intervention for Students with ASD: A Meta-Analysis Using Novel Methods of Estimating Effect Sizes for Single-Case Research
Barton, Erin E.; Pustejovsky, James E.; Maggin, Daniel M.; Reichow, Brian
Remedial and Special Education, v38 n6 p371-386 Nov-Dec 2017
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 TAII--computer-assisted instruction--as an evidence-based practice across both single-case and group studies. The remaining two categories of TAII--augmentative and alternative communication and virtual reality--were not identified as evidence-based using What Works Clearinghouse summary ratings.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A