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

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

Forfattere
Yakubova, G. Chen, B. B. Defayette, M. A.
Årstall
2022
Tidsskrift
Review Journal of Autism and Developmental Disorders
Volum
Sider
20
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.

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Tiltaksnivå

Behandling og hjelpetiltak

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Psykiske vansker og lidelser

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Utvikling og livsmestring

Skoleprestasjoner

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Barn i førskolealder (3-5 år)

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Ungdom (13-18 år)

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