A Systematic Review of Modalities in Computer-Based Interventions (CBIs) for Language Comprehension and Decoding Skills of Children With Autism Spectrum Disorder (ASD)
Universal Access in the Information Society
Khowaja, K., Salim, S. S., et al. (2020).
Universal Access in the Information Society, 19(2), 213-243.
This systematic review and meta-analysis investigates the effect of computer-based interventions on language comprehension and decoding skills in children on the autism spectrum.
Not stated
January 2000 to June 2015
Peer-reviewed articles
14
Findings demonstrated that computer-based intervention (CBI) was associated with improved language comprehension and decoding skills for children on the autism spectrum [F (11, 80)=33.072, p<.05]. Maintenance of learned skills following withdrawal of intervention at 1 week to 10 months [F (1, 38)=25.381 p<.05] as well as generalization of skills to novel tasks and/or situations [F (1, 37)=53.239, p<.05] was additionally noted. CBI delivered with teacher instruction was associated with improved outcomes when compared to teacher only methods [F (2,57)=10.113, p<.05]. No significant difference was noted between CBI only versus CBI with teacher instruction. Small sample sizes and reduced methodological rigor were notable limitations to this study, and further research regarding the efficacy of this treatment for linguistic impairment in children on the autism spectrum is indicated.
