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The Use of Technology-Based Interventions in Teaching STEM Skills to Autistic Students in K-12 Settings: A Systematic Review

Forfatter(e)
Yakubova, G. Chen, B. B. Defayette, M. A.
År
2022
DOI
10.1007/s40489-022-00351-5
Tidsskrift
Review Journal of Autism and Developmental Disorders
Sider
20
Kategori(er)
Autismespekter Skoleprestasjoner
Tiltakstype(r)
E-helsetiltak (spill, internett, telefon)
Abstract

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 interventions, including video-based intervention (n = 10), virtual manipulatives (n = 7), computer-assisted instruction (n = 2), and e-texts (n = 1). Sixteen studies focused on mathematics skills, three studies on science skills, and one on both. Using the Reichow et al. (2008) evaluative method, we determined that technology-based interventions for teaching STEM skills to K-12 autistic students can be classified as an established evidence-based practice. Yet, readers should use caution when interpreting the findings, as a variety of technology-based intervention were included in this study.