Evaluating augmented reality as evidence-based practice for individuals with autism spectrum disorder: a meta-analysis of single-case design studies

Denizli-Gulboy, Hicran; Genç-Tosun, Derya; Gülboy, Emrah

doi:10.1080/20473869.2021.1972741

Cited by 6 publications

(2 citation statements)

References 44 publications

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“…One hundred seven reviews were excluded because they failed to meet inclusion criteria, 46 reviews because they considered only studies from HIC. One review was not considered, because it could not be obtained ( 77 ). Finally, 35 reviews were included in the current meta-review (see Figure 1 ).…”

Section: Resultsmentioning

confidence: 99%

Effectiveness of interventions for children and adolescents with autism spectrum disorder in high-income vs. lower middle-income countries: An overview of systematic reviews and research papers from LMIC

Pervin

Ahmed²,

Hagmayer³

2022

Front. Psychiatry

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BackgroundThere is a multitude of systematic reviews of interventions for children and adolescents with autism spectrum disorder (ASD). However, most reviews seem to be based on research conducted in High-Income Countries (HIC). Thus, summary findings may not directly apply to Lower Middle-Income Countries (LMIC). Therefore, we conducted a Meta-Review analyzing systematic reviews on the effectiveness of interventions for target outcomes in children and adolescents with ASD to find out whether there are differences in effectiveness between HIC and LMIC and which interventions can be considered evidence-based in LMIC.MethodsElectronic databases (PsycINFO, PubMed, Cochrane database of systematic reviews) were searched for reviews on interventions for ASD in children and adolescents from January 2011 through December 2021, which included studies not coming from HIC. Systematic reviews with qualitative and quantitative syntheses of findings were included. Two investigators independently assessed studies against predetermined inclusion/exclusion criteria and extracted relevant data including quality and evidence assessments. Evidence for different types of interventions in HIC vs. LMIC was planned to be compared, but none of the reviews assessed potential differences. Therefore, a narrative review of the studies from LMIC was conducted including an assessment of quality and evidence.ResultsThirty-five reviews fulfilled the inclusion criteria. Eleven considered findings from HIC and LMIC. Sixty-nine percent included studies with various research designs; 63% provided a qualitative synthesis of findings; 77% percent assessed the quality of studies; 43% systematically assessed the level of evidence across studies. No review compared evidence from HIC and LMIC. A review of the studies from LMIC found some promising results, but the evidence was not sufficient due to a small number of studies, sometimes poor quality, and small sample sizes.ConclusionSystematic reviews on interventions for children and adolescents with ASD did not look for potential differences in the effectiveness of interventions in HIC and LMIC. Overall, there is very little evidence from LMIC. None of the interventions can be considered evidence-based in LMIC. Hence, additional research and mutually agreed methodological standards are needed to provide a more secure basis for evidence-based treatments in LMIC trying to establish evidence-based practices.

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Section: Resultsmentioning

confidence: 99%

Effectiveness of interventions for children and adolescents with autism spectrum disorder in high-income vs. lower middle-income countries: An overview of systematic reviews and research papers from LMIC

Pervin

Ahmed²,

Hagmayer³

2022

Front. Psychiatry

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“…In a meta-analysis, Pȃsȃrelu et al (2020) explored using mobile apps to educate students with attention-deficit/ hyperactivity disorder. Denizli-Gulboy et al (2021) conducted a meta-analysis of 8 single-subject studies examining the effects of augmented reality as an evidence-based practice for individuals with an autism spectrum disorder.…”

Section: Introductionmentioning

confidence: 99%

The Landscape of Technology Research in Special Education: A Bibliometric Analysis

Inci

Köse

2023

J Spec Educ Technol

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This study analyzes information accumulated in WoS databases on special education and technology with bibliometric methods. Bibliometric analyses, seen as an alternative to systematic literature reviews, meta-analysis, and meta-synthesis, contribute to determining essential actors in the field by analyzing the publication and citation trends, the stage of the research topic, and trends in the volume of publications. Furthermore, bibliometric analysis can reveal the collaboration structure between institutions and authors and identify the most frequently studied topics, top-producing authors, institutions, and journals in a field. In the study, we analyzed 4493 articles published in Social Sciences Citation Index (SSCI), Emerging Sources Citation Index (ESCI), Social Sciences Index Expanded (SCI-Expanded), and Arts & Humanities Citation Index (AHCI) databases using the co-authorship and co-occurrence analysis method. Also, we used frequency analysis in publications and citations related to special education and technology research to determine the situation. The main findings of the research are that the literature on the use of technology in special education: (a) has grown steadily over the years, particularly since 2003; (b) research topic foci have changed over the years; (c) articles are published in different journals, particularly special education journals; (d) produced by authors from a wide variety of countries; and (e) published by research groups with limited contact with other research groups.

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Behavior Analytic Technologies Mediated via Augmented Reality for Autism: A Systematic Review

et al. 2023

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This review synthesizes the literature base evaluating the effects of behavior analytic interventions delivered via augmented reality (AR) technology for individuals with autism. We also conducted a quality review. We identi ed 14 studies with a majority of the studies (n = 11; 79%) utilizing single-case research design. Of the 14 studies, three met the quality criteria to be classi ed as "strong" and can offer evidence on the integration of AR technology into the practice of behavior analysis. All three studies taught a functional skill (i.e., tooth brushing and navigation). The remaining studies focused on skill acquisition with zero studies utilizing AR within the context of behavior assessment or behavior reduction interventions. This literature base is emerging with additional research required. Full TextApplied Behavior Analysis (ABA) as a practice is de ned as the systematic application of behavior analytic principles to improve socially important behaviors (Baer et al., 1968;1987). ABA-based interventions can target a range of skill sets including social communication, functional skills, and early interventions (e.g., naturalistic developmental behavioral interventions). Individuals with autism are often candidates for behavior analytic interventions to address their individual needs. Although ABA is not a practice speci c to autism (Dillenberger & Keenan, 2009; Sigafoos & Schlosser, 2008), ABA-based interventions have been categorized as an empirically effective method for addressing individual needs of people with autism (Leef et al., 2021). There is a substantial body of literature related to ABA-based interventions for individuals with autism that utilize methods informed by ABA (e.g., prompting,reinforcement, task analysis), which have been classi ed as an evidence-based practices (Steinbrenner et al., 2020; Wong et al., 2015).As the need for ABA-based services has continued to grow, the use of technology to support individuals with autism has also been an increasing trend. In particular, there has been continual development of new technologies that are often implemented as components within ABA-based individualized treatment programs. Along this line of progression, technology-aided instruction and intervention (TAII) are often utilized as a treatment component within the context of an individualized treatment plans (Barton et al., 2017). TAII is a broad term used to account for the use of technology-based interventions for individuals with autism and was classi ed as an evidence-based practice in 2014 (Steinbrenner et al., 2020; Wong et al., 2015). Within this category, there are many technologies included, such as computer-based instruction, video-based instruction, and more recently virtual reality (VR) and augmented reality (AR) platforms, some of which have been incorporated to ABA-based interventions. To date, the current trend in TAII involves the use of advanced technology that provides more immersion and interactivity, such VR and AR (Thai & Nathan-Roberts, 2018).Both AR and VR require rea...

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Evaluating augmented reality as evidence-based practice for individuals with autism spectrum disorder: a meta-analysis of single-case design studies

Cited by 6 publications

References 44 publications

Effectiveness of interventions for children and adolescents with autism spectrum disorder in high-income vs. lower middle-income countries: An overview of systematic reviews and research papers from LMIC

Effectiveness of interventions for children and adolescents with autism spectrum disorder in high-income vs. lower middle-income countries: An overview of systematic reviews and research papers from LMIC

The Landscape of Technology Research in Special Education: A Bibliometric Analysis

Behavior Analytic Technologies Mediated via Augmented Reality for Autism: A Systematic Review

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