| Affiliation: | (1) The Meadows Center for the Prevention of Educational Risk, The University of Texas at Austin, Austin, TX, USA;(2) Texas State University, San Marcos, TX, USA;(3) Autism Community Network, San Antonio, TX, USA;(4) Radboud University Nijmegen, Nijmegen, The Netherlands;(5) University of Bari, Bari, Italy;(6) Department of Special Education, The University of Texas at Austin, 1 University Station D5300, Austin, TX 78712, USA |
| Abstract: | The purpose of this review is to provide a systematic analysis of studies involving the use of computer-based interventions (CBI) to teach communication skills to children with autism spectrum disorders (ASD). This review evaluates intervention outcomes, appraises the certainty of evidence, and describes software and system requirements for each included study. This review has three main aims: (a) to evaluate the evidence-base regarding CBI, (b) to inform and guide practitioners interested in using CBI, and (c) to stimulate and guide future research aimed at improving the efficiency and effectiveness of CBI in communication for individuals with ASD. Results suggest that CBI should not yet be considered a researched-based approach to teaching communication skills to individuals with ASD. However, CBI does seem a promising practice that warrants future research. |
