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

Author:

Liu Di1,Mao Yiwen2ORCID,Lory Catharine3,Lei Qingli4ORCID,Zeng Yingying5

Affiliation:

1. Faculty of Education East China Normal University Shanghai China

2. Shanghai Nanyang Middle School Shanghai China

3. Early Childhood, Multilingual, and Special Education University of Nevada Las Vegas Nevada USA

4. Department of Special Education University of Illinois at Chicago Chicago Illinois USA

5. East Shanghai High School Shanghai China

Abstract

AbstractComputation 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.

Publisher

Wiley

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