| Title |
A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, March 2013
|
| DOI | 10.1007/s10803-013-1814-y |
| Pubmed ID | |
| Authors |
Victoria Knight, Bethany R. McKissick, Alicia Saunders |
| 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 25 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. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 327 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 5 | 2% |
| United Kingdom | 3 | <1% |
| Canada | 2 | <1% |
| South Africa | 1 | <1% |
| Egypt | 1 | <1% |
| Ireland | 1 | <1% |
| Spain | 1 | <1% |
| Mexico | 1 | <1% |
| Unknown | 312 | 95% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 75 | 23% |
| Student > Ph. D. Student | 67 | 20% |
| Student > Doctoral Student | 24 | 7% |
| Researcher | 23 | 7% |
| Student > Bachelor | 23 | 7% |
| Other | 53 | 16% |
| Unknown | 62 | 19% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 65 | 20% |
| Social Sciences | 62 | 19% |
| Computer Science | 45 | 14% |
| Engineering | 17 | 5% |
| Arts and Humanities | 13 | 4% |
| Other | 53 | 16% |
| Unknown | 72 | 22% |
Attention Score in Context
This research output has an Altmetric Attention Score of 5. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 07 October 2019.
All research outputs
#7,400,021
of 25,654,806 outputs
Outputs from Journal of Autism and Developmental Disorders
#2,608
of 5,484 outputs
Outputs of similar age
#59,801
of 213,295 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#26
of 52 outputs
Altmetric has tracked 25,654,806 research outputs across all sources so far. This one has received more attention than most of these and is in the 71st percentile.
So far Altmetric has tracked 5,484 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.4. This one has gotten more attention than average, scoring higher than 52% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 213,295 tracked outputs that were published within six weeks on either side of this one in any source. This one has gotten more attention than average, scoring higher than 71% of its contemporaries.
We're also able to compare this research output to 52 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 50% of its contemporaries.