title: A review of technology-based interventions to teach academic skills to students with autism spectrum disorder.
abstract: A comprehensive review of the literature was conducted for articles published between 1993 and 2012 to determine the degree to which technology-based interventions can be considered an evidence-based practice to teach academic skills to individuals with Autism Spectrum Disorder (ASD). Criteria developed by Horner et al. (Except Child 71:165-178, 2005) and Gersten et al. (Except Child 71:149-164, 2005) were used to determine the quality of single-subject research studies and group experimental research studies respectively. A total of 29 [Corrected] studies met inclusion criteria. Of these studies, only three single-subject studies and no group studies met criteria for quality or acceptable studies. Taken together, the results suggest that practitioners should use caution when teaching academic skills to individuals with ASD using technology-based interventions. Limitations and directions for future research are discussed.
authors.affiliation: Peabody College, Vanderbilt University, Nashville, TN, USA.
authors.forename: Victoria
authors.initials: V
authors.lastname: Knight
authors.forename: Bethany R
authors.initials: BR
authors.lastname: McKissick
authors.forename: Alicia
authors.initials: A
authors.lastname: Saunders
mesh_terms: D002648:Child; D002659:Child Development Disorders, Pervasive / Q000534:rehabilitation*; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D055317:Evidence-Based Practice; D006801:Humans; D013334:Students; D013672:Technology
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