Document Type : Original Article
- Mohaddeseh Esnaashari 1
- Hassan Soleimani 2
- Ahmad Alipour 3
- Manoochehr Jafarigohar 4
- Ali Karimi Firoozjaei 2
1 Department of Linguistics and Foreign Languages, Payame Noor University (PNU), P.O. Box 19395-4697, Tehran, Iran
2 Department of Linguistics and Foreign Languages, Payame-Noor University (PNU), P.O. Box 19395-4697, Tehran, Iran
3 Department of Psychology, Payame- Noor University (PNU), P.O. Box 19395-4697, Tehran, Iran
4 Department of Linguistics and Foreign languages, Pyame-Noor University (PNU), P.O. Box 19395-4697, Tehran, Iran
The use of technology-based instructions and treatment tools to compensate for deficiencies in autism spectrum disorder (ASD) is evidently increasing. The present study that performed during 2021-2022 was a systematic review and meta-analysis concerning the efficacy of digital technologies in improving the deficient communication skills in language learners with ASD. Ten studies met the inclusion criteria. The results revealed that the overall effect size (Cohen’s d) was 0.12 for both fixed effect model and random-effect model (z = 1.155, p >0.05). The effect size was statistically non-significant. We also considered Magnitudes of Cohen’s d fixed at 0.2, 0.5, and 0.8 which commonly accepted for small, medium and large quantities. Again, the result approached the small magnitude (1.12 > 0.2). Despite estimation of variances of effect sizes across studies (Q index, I2 and T2 values) approved homogeneity in study results, due to small number of studies included in this meta-analysis they\ results may not be generalizable (Q= 8.780, I= 0.00, T= 0.00, p> 0.05).
For future comparisons, we therefore recommend use of more evidence-based experimental studies with modifications in their technology devices to secure higher statistical gains. We also recommend considering moderator variables which affected the effect size of included publications consisting age, IQ level, treatment durations and validity rate of technology devices.