Document Type : Original Article
Authors
- 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
Abstract
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.
Keywords
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Esnaashari Amiri, M., Soleimani, H., Alipour, A., Jafarigohar, M., & Karimi Firoozjaei, A. (2022). The effect of computer-mediated instruction on autistic students’ conversation skill. Journal of Exceptional Children, 22(2), 129-144.
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Ghanouni, P., Jarus, T., Zwicker, J. G., & Lucyshyn, J. (2020). The use of technologies among individuals with autism spectrum disorders: Barriers and challenges. Journal of Special Education Technology, 35(4), 286-294.
Gillies-Walker, L., Ramzan, N., Rankin, J., Nimbley, E., & Gillespie-Smith, K. (2022). “You feel like you kind of walk between the two worlds”: A participatory study exploring how technology can support emotion regulation for autistic people. Journal of Autism and Developmental Disorders, 1-13.
Grynszpan, O., Weiss, P. L., Perez-Diaz, F., & Gal, E. (2014). Innovative technology-based interventions for autism spectrum disorders: a meta-analysis. Autism, 18(4), 346-361.
Hopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Casey Wimsatt, F., & Biasini, F. J. (2011). Avatar assistant: improving social skills in students with an ASD through a computer-based intervention. Journal of Autism and Developmental Disorders, 41(11), 1543-1555.
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Janhavi, K., & Anwaya, N. (2017). Comparison of different methods of detecting publication bias.
Jarrold, W., Mundy, P., Gwaltney, M., Bailenson, J., Hatt, N., McIntyre, N., ... & Swain, L. (2013). Social attention in a virtual public speaking task in higher functioning children with autism. Autism Research, 6(5), 393-410.
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Jouen, A. L., Narzisi, A., Xavier, J., Tilmont, E., Bodeau, N., Bono, V., et al. (2017). GOLIAH (Gaming open library for intervention in autism at home): A 6-month single blind matched controlled exploratory study. Child and Adolescent Psychiatry and Mental Health, 11(1), 1–14.
Kim, K., Rosenthal, M. Z., Gwaltney, M., Jarrold, W., Hatt, N., McIntyre, N., ... & Mundy, P. (2015). A virtual joy-stick study of emotional responses and social motivation in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(12), 3891-3899.
Koegel, R.L., O’dell, M., & Almond, P.J. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders 17, 187– 200.
Kossyvaki, L., & Curran, S. (2020). The role of technology-mediated music-making in enhancing engagement and social communication in children with autism and intellectual disabilities. Journal of Intellectual Disabilities, 24(1), 118-138.
Leung, P. W. S., Li, S. X., Tsang, C. S. O., Chow, B. L. C., & Wong, W. C. W. (2021). Effectiveness of using mobile technology to improve cognitive and social skills among individuals with autism spectrum disorder: Systematic literature review. JMIR Mental Health, 8(9), e20892.
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Lord, C., & Jones, R. M. (2012). Annual research review: Re-thinking the classification of autism spectrum disorders. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 53, 490–509.
Lorenzo, G., Gómez-Puerta, M., Arráez-Vera, G., & Lorenzo-Lledó, A. (2019). Preliminary study of augmented reality as an instrument for improvement of social skills in children with autism spectrum disorder. Education and Information Technologies, 24(1), 181-204.
Manente, C. J., LaRue, R. H., Maraventano, J. C., Butler, C., Budge, J., Scarpa, C., & Kahng, S. (2022). Leisure and adaptive behavior for individuals with autism. In Handbook of Quality of Life for Individuals with Autism Spectrum Disorder (pp. 333-356).
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group*. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264-269.
Moro, C., Lin, S., Nejat, G., & Mihailidis, A. (2019). Social robots and seniors: a comparative study on the influence of dynamic social features on human–robot interaction. International Journal of Social Robotics, 11(1), 5-24.
Mosher, M. A., Carreon, A. C., Craig, S. L., & Ruhter, L. C. (2021). Immersive technology to teach social skills to students with autism spectrum disorder: A literature review. Review Journal of Autism and Developmental Disorders, 1-17.
Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad play story to increase play dialogue of preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(9), 2174-2189.
Nadel, J., Grynszpan, O., & Martin, J. C. (2022). Autism and socially interactive agents. In The Handbook on Socially Interactive Agents: 20 years of Research on Embodied Conversational Agents, Intelligent Virtual Agents, and Social Robotics Volume 2: Interactivity, Platforms, Application (pp. 437-462).
Nekoobahr, F., Hawkins, J., Santi, K. L., Antonelli, J. R., & Thorpe, J. L. (2021). Identifying
and evaluating language-learning technology tools. In Handbook of Research on Modern Educational Technologies, Applications, and Management (pp. 160-177). IGI Global.
Newman, R. S., Kirby, L. A., Von Holzen, K., & Redcay, E. (2021). Read my lips! Perception of speech in noise by preschool children with autism and the impact of watching the speaker’s face. Journal of Neurodevelopmental Disorders, 13(1), 1-20.
Parsons, S., & Mitchell, P. (2002). The potential of virtual reality in social skills training for people with autistic spectrum disorders. Journal of Intellectual Disability Research, 46(5), 430-443.
Ploog, B. O., Scharf, A., Nelson, D., & Brooks, P. J. (2013). Use of computer-assisted technologies (CAT) to enhance social, communicative, and language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(2), 301-322.
Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1(4), 515-526.
Rajendran, G. (2013). Virtual environments and autism: A developmental psychopathological approach. Journal of Computer Assisted Learning, 29(4), 334-347.
Ramdoss, S., Lang, R., Mulloy, A., Franco, J., O’Reilly, M., Didden, R., & Lancioni, G. (2011). Use of computer-based interventions to teach communication skills to children with autism spectrum disorders: A systematic review. Journal of Behavioral Education, 20(1), 55–76.
Ramdoss, S., Machalicek, W., Rispoli, M., Mulloy, A., Lang, R., & O’Reilly, M. (2012). Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: A systematic review. Developmental Neurorehabilitation, 15(2), 119-135.
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