In:
Journal of Special Education Technology, SAGE Publications
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.
Type of Medium:
Online Resource
ISSN:
0162-6434
,
2381-3121
DOI:
10.1177/01626434231180579
Language:
English
Publisher:
SAGE Publications
Publication Date:
2023
detail.hit.zdb_id:
2060175-X
SSG:
5,3
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