Meta-Analysis of Tablet-Mediated Interventions to Teach Mathematics for Individuals With Autism Spectrum Disorder and/or Intellectual Disability
Document Type
Article
Publication Date
6-1-2024
Publication Title
Journal of Special Education Technology
Abstract
Tablet-mediated interventions have shown promise in improving the mathematical skills of individuals with autism spectrum disorder (ASD) and/or intellectual disability (ID). This meta-analysis aims to provide a quantitative synthesis of single-case experimental studies of using tablet-mediated interventions to teach mathematics to individuals with ASD and/or ID. Twenty-seven published studies between 2012 and 2022 were included. The Tau-U effect size index was used to gauge the overall effect size of tablet-mediated interventions. The obtained effect size (Tau-U = 0.98, 95% CI 0.92–1.00) indicated large improvements in mathematics performance after using tablet-mediated interventions. The analysis of potential moderating variables, including participant characteristics, intervention components, and target mathematical skills found no statistically significant moderators. Implications for researchers and practitioners who use tablet-mediated interventions to teach mathematics to individuals with ASD and/or ID are also discussed.
Volume Number
39
Issue Number
2
First Page
217
Last Page
233
DOI
10.1177/01626434231180579
Recommended Citation
Liu, Di; Mao, Yiwen; Cai, Weiwei; Lei, Qingli; Kang, Rui; and Zeng, Yingying, "Meta-Analysis of Tablet-Mediated Interventions to Teach Mathematics for Individuals With Autism Spectrum Disorder and/or Intellectual Disability" (2024). Faculty and Staff Works. 1016.
https://kb.gcsu.edu/fac-staff/1016