The effect of computation interventions for students with autism spectrum disorder: A meta‐analysis and systematic review

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-06-24 DOI:10.1002/pits.23261

Di Liu, Yiwen Mao, Catharine Lory, Qingli Lei, Yingying Zeng

{"title":"The effect of computation interventions for students with autism spectrum disorder: A meta‐analysis and systematic review","authors":"Di Liu, Yiwen Mao, Catharine Lory, Qingli Lei, Yingying Zeng","doi":"10.1002/pits.23261","DOIUrl":null,"url":null,"abstract":"Computation is foundational to learning many mathematics concepts, as well as a functional skill in everyday life. Yet students with autism spectrum disorder (ASD) often have challenges in learning computation skills. The current study aimed to provide quantitative and descriptive analyses of single‐case experimental studies on computation interventions for students with ASD. Our systematic search and screening procedures yielded a total of 16 eligible studies for the final analyses. An analysis of publication bias indicated an absence of publication bias in the included studies. Tau‐U was used to calculate the overall intervention effect, resulting in an omnibus effect of 0.90 (95% CI [0.81, 1.00]), indicating a medium effect. Moderator analyses showed that variables such as study design, participant characteristics, intervention characteristics, and target skills did not moderate intervention effects. However, some evidence‐based practices were identified to significantly moderate maintenance effects. Implications for researchers and practitioners are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology in the Schools","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1002/pits.23261","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

Abstract

Computation is foundational to learning many mathematics concepts, as well as a functional skill in everyday life. Yet students with autism spectrum disorder (ASD) often have challenges in learning computation skills. The current study aimed to provide quantitative and descriptive analyses of single‐case experimental studies on computation interventions for students with ASD. Our systematic search and screening procedures yielded a total of 16 eligible studies for the final analyses. An analysis of publication bias indicated an absence of publication bias in the included studies. Tau‐U was used to calculate the overall intervention effect, resulting in an omnibus effect of 0.90 (95% CI [0.81, 1.00]), indicating a medium effect. Moderator analyses showed that variables such as study design, participant characteristics, intervention characteristics, and target skills did not moderate intervention effects. However, some evidence‐based practices were identified to significantly moderate maintenance effects. Implications for researchers and practitioners are discussed.

查看原文本刊更多论文

计算干预对自闭症谱系障碍学生的影响：荟萃分析和系统综述

计算是学习许多数学概念的基础，也是日常生活中的一项实用技能。然而，患有自闭症谱系障碍（ASD）的学生在学习计算技能时往往会遇到困难。本研究旨在对有关自闭症谱系障碍学生计算干预的单例实验研究进行定量和描述性分析。通过系统搜索和筛选程序，我们共获得了 16 项符合最终分析条件的研究。发表偏倚分析表明，纳入的研究不存在发表偏倚。Tau-U 用于计算总体干预效果，结果显示综合效果为 0.90 (95% CI [0.81, 1.00])，表明效果中等。调节分析表明，研究设计、参与者特征、干预特征和目标技能等变量并不能调节干预效果。然而，一些循证实践被确认为能显著缓和维持效果。本文讨论了对研究人员和从业人员的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.