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Meta-Analysis of Tablet-Mediated Interventions to Teach Mathematics for Individuals With Autism Spectrum Disorder and/or Intellectual Disability

Forfatter(e)
Liu, D. Mao, Y. W. Cai, W. W. Lei, Q. L. Kang, R. Zeng, Y. Y.
År
2023
DOI
10.1177/01626434231180579
Tidsskrift
Journal of Special Education Technology
Sider
17
Kategori(er)
Autismespekter Skoleprestasjoner Psykisk/fysisk funksjonsnedsettelse
Tiltakstype(r)
E-helsetiltak (spill, internett, telefon)
Abstract

Tablet-mediated interventions have shown promise in improving the mathematical skills of individuals with autism spectrum disorder (ASD) and/or intellectual disability (ID). This meta-analysis aims to provide a quantitative synthesis of single-case experimental studies of using tablet-mediated interventions to teach mathematics to individuals with ASD and/or ID. Twenty-seven published studies between 2012 and 2022 were included. The Tau-U effect size index was used to gauge the overall effect size of tablet-mediated interventions. The obtained effect size (Tau-U = 0.98, 95% CI 0.92-1.00) indicated large improvements in mathematics performance after using tablet-mediated interventions. The analysis of potential moderating variables, including participant characteristics, intervention components, and target mathematical skills found no statistically significant moderators. Implications for researchers and practitioners who use tablet-mediated interventions to teach mathematics to individuals with ASD and/or ID are also discussed.