Advertisement

Technology Impact on Reading and writing skills of children with autism: a systematic literature review

  • Manal Abdo
  • Hussein Al OsmanEmail author
Original Paper
  • 1 Downloads

Abstract

Due to the recent fast-paced advances in technology and its potential in ameliorating the writing and reading skills of children with autism, there is a need to update the study published by Knight, McKissick, and Saunders (J Autism Dev Disord 43(11):2628–48) to survey the latest research on the topic. Hence, the objective of this paper is to assess the methodology and limitations of published literature that investigate the use of technology to teach reading and writing skills to children with Autism Spectrum Disorder. We conduct a systematic literature review of peer-reviewed studies on the impact of technology on reading and writing skills of children with autism for the years between 2013 and December 2017. We apply the criteria developed by Horner et al. (Except Child 71:165–178, 2005) and Gersten et al. (Except Child 71:149–164, 2005) to determine the quality of single-subject and group experimental research studies. We present seventeen studies that met the inclusion criteria. The studies examine 101 participants including 77 diagnosed with autism with the mean age of 8.7 years. None of the seven-reviewed single-subject studies meet the criteria for high or acceptable quality. The group-subject study does not meet the quality criteria. We conclude that the level of the impact technology has on helping children with autism improve their reading and writing skills is hard to quantify due to the high variability in the results presented in the surveyed papers. Overall, all studies report positive outcomes despite the lack of software applications adapted for children with autism.

Keywords

Autism Technology Reading Writing 

Notes

Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical approval

This article does not contain any studies with human participants or animals performed by any of the authors.

References

  1. 1.
    Nyhan P. What Could a New Narrower Definition of Autism Mean for Early Learning? Thrive Washington. 2012. Available at: https://thrivewa.org/what-could-a-new-narrower-definition-of-autism-mean-for-early-learning/. Accessed December 5, 2017.
  2. 2.
    Autism and Autism Spectrum Disorders. http://wwwapaorg. 2017. Available at: http://www.apa.org/topics/autism/index.aspx. Accessed December 5, 2017.
  3. 3.
    Buescher A, Cidav Z, Knapp M, Mandell D. Costs of Autism Spectrum Disorders in the United Kingdom and the United States. JAMA Pediatr. 2014;168(8):721.CrossRefGoogle Scholar
  4. 4.
    Remington B, Hastings R, Kovshoff H, et al. Early Intensive Behavioral Intervention: Outcomes for Children With Autism and Their Parents After Two Years. Am J Ment Retard. 2007;112(6):418.CrossRefGoogle Scholar
  5. 5.
    Goldsmith T, LeBlanc L. Use of technology in interventions for children with autism. J Early Intensive Behav Interv. 2004;1(2):166–78.CrossRefGoogle Scholar
  6. 6.
    Desai T, Chow K, Mumford L, Hotze F, Chau T. Implementing an iPad-based alternative communication device for a student with cerebral palsy and autism in the classroom via an access technology delivery protocol. Comput Educ. 2014;79:148–58.CrossRefGoogle Scholar
  7. 7.
    Knight V, McKissick B, Saunders A. A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder. J Autism Dev Disord. 2013;43(11):2628–48.  https://doi.org/10.1007/s10803-013-1814-y.CrossRefGoogle Scholar
  8. 8.
    Horner R, Carr E, Halle J, McGee G, Odom S, Wolery M. The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education. Except Child. 2005;71(2):165–79.CrossRefGoogle Scholar
  9. 9.
    Gersten R, Fuchs L, Compton D, Coyne M, Greenwood C, Innocenti M. Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education. Except Child. 2005;71(2):149–64.CrossRefGoogle Scholar
  10. 10.
    PRISMA Flow Diagram. PRISMA. Available at: http://prisma-statement.org/PRISMAStatement/FlowDiagram.aspx. Accessed December 5, 2017.
  11. 11.
    Ahlgrim-Delzell L, Browder D, Wood L, Stanger C, Preston A, Kemp-Inman A. Systematic Instruction of Phonics Skills Using an iPad for Students with Developmental Disabilities Who Are AAC Users. J Spec Educ. 2015;50(2):86–97.CrossRefGoogle Scholar
  12. 12.
    Alison C, Root J, Browder D, Wood L. Technology-Based Shared Story Reading for Students With Autism Who Are English-Language Learners. J Spec Educ Technol. 2017;32(2):91–101.CrossRefGoogle Scholar
  13. 13.
    Bailey B, Arciuli J, Stancliffe R. Effects of ABRACADABRA literacy instruction on children with autism spectrum disorder. J Educ Psychol. 2017;109(2):257–68.CrossRefGoogle Scholar
  14. 14.
    El Zein F, Gevarter C, Bryant B, et al. A Comparison between iPad-Assisted and Teacher-Directed Reading Instruction for Students with Autism Spectrum Disorder (ASD). J Dev Phys Disabil. 2015;28(2):195–215.CrossRefGoogle Scholar
  15. 15.
    Evmenova A, Regan K, Boykin A, et al. Emphasizing Planning for Essay Writing With a Computer-Based Graphic Organizer. Except Child. 2015;82(2):170–91.CrossRefGoogle Scholar
  16. 16.
    Ganz J, Boles M, Goodwyn F, Flores M. Efficacy of Handheld Electronic Visual Supports to Enhance Vocabulary in Children With ASD. Focus on Autism and Other Developmental Disabilities. 2013;29(1):3–12.CrossRefGoogle Scholar
  17. 17.
    Grindle C, Carl Hughes J, Saville M, Huxley K, Hastings R. Teaching Early Reading Skills to Children with Autism using Mimiosprout Early Reading. Behav Interv. 2013;28(3):203–24.CrossRefGoogle Scholar
  18. 18.
    Leytham P, Pierce T, Baker J, Miller S, Tandy D. Evaluation of the nonverbal reading approach for two 12 to 13-year-old students with ASD. Res Autism Spectr Disord. 2015;9:68–76.CrossRefGoogle Scholar
  19. 19.
    Coleman M, Cherry R, Moore T, Park Y, Cihak D. Teaching Sight Words to Elementary Students With Intellectual Disability and Autism: A Comparison of Teacher-Directed Versus Computer-Assisted Simultaneous Prompting. Intellect Dev Disabil. 2015;53(3):196–210.CrossRefGoogle Scholar
  20. 20.
    McGonigle-Chalmers M, Alderson-Day B, Fleming J, Monsen K. Profound Expressive Language Impairment in Low Functioning Children with Autism: An Investigation of Syntactic Awareness Using a Computerised Learning Task. J Autism Dev Disord. 2013;43(9):2062–81.CrossRefGoogle Scholar
  21. 21.
    McKissick B, Spooner F, Wood C, Diegelmann K. Effects of computer-assisted explicit instruction on map-reading skills for students with autism. Res Autism Spectr Disord. 2013;7(12):1653–62.CrossRefGoogle Scholar
  22. 22.
    Plavnick J, Thompson J, Englert C, Mariage T, Johnson K. Mediating Access to Headsprout® Early Reading for Children with Autism Spectrum Disorders. J Behav Educ. 2016;25(3):357–78.CrossRefGoogle Scholar
  23. 23.
    Plavnick J, Mariage T, Englert C, Constantine K, Morin L, Skibbe L. Promoting Independence During Computer Assisted Reading Instruction for Children with Autism Spectrum Disorders. Rev Mex Anal Conducta. 2014;40(2):85–105.CrossRefGoogle Scholar
  24. 24.
    Regan K, Berkeley S, Hughes M, Kirby S. Effects of Computer-Assisted Instruction for Struggling Elementary Readers with Disabilities. J Spec Educ. 2013;48(2):106–19.CrossRefGoogle Scholar
  25. 25.
    Seok S, DaCosta B, Min Yu B. Spelling Practice Intervention: A Comparison of Tablet PC and Picture Cards as Spelling Practice Methods for Students with Developmental Disabilities. Education and Training in Autism and Developmental Disabilities. 2015;50(1):84–94.Google Scholar
  26. 26.
    Sula A, Spaho E, Matsuo K, Barolli L, Miho R, Xhafa F. An IoT-based System for Supporting Children with Autism Spectrum Disorder. In: Eighth International Conference On Broadband, Wireless Computing, Communication And Applications.; 2013:282–289.Google Scholar
  27. 27.
    Xin J. Digital Stories in Writing Instruction for Middle School Students with Autism. Stud Lit Lang. 2014;9(1):1–10.MathSciNetGoogle Scholar
  28. 28.
    Miltenberger R. Behavior Modification. 5th ed. Wadsworth; 2012:132–133.Google Scholar
  29. 29.
    National Secondary Transition Technical Assistance Center (NSTTAC). Quality Indicator Checklist: Single Case. 2016. Available at: http://transitionta.org/system/files/effectivepractices/Quality%20Indicator%20Checklist_Single%20Case_11-04-16%20(1).pdf. Accessed December 5, 2017.
  30. 30.
    Pelios LV, et al. The Effects of a Treatment Package in Establishing Independent Academic Work Skills in Children with Autism. Educ Treat Child. 2003;26(1):1–21 JSTOR, JSTOR, www.jstor.org/stable/42900533.Google Scholar
  31. 31.
    National Secondary Transition Technical Assistance Center (NSTTAC). Quality Indicator Checklist: Group Experimental. 2016. Available at: http://transitionta.org/system/files/effectivepractices/Quality%20Indicator%20Checklist_Group_11-04-16%20%282%29.pdf. Accessed December 5, 2017.
  32. 32.
    Autism Apps | Autism Speaks. Autismspeaksorg. 2017. Available at: https://www.autismspeaks.org/autism-apps. Accessed December 29, 2017.
  33. 33.
    Filipek PA, Accardo PJ, Ashwall MD, Baranek GT, Cook EH Jr, Dawaon G, et al. Practice parameter: Screening and diagnosis of autism. Neurology. 000(55):468–79.Google Scholar
  34. 34.
    Weiss J, Baker J, Butter E. Mental health treatment for people with autism spectrum disorder (ASD). Spotlight on Disability Newsletter. 2016. Available at: http://www.apa.org/pi/disability/resources/publications/newsletter/2016/09/autism-spectrum-disorder.aspx. Accessed December 5, 2017.
  35. 35.
    Grynszpan O, Weiss P, Perez-Diaz F, Gal E. Innovative technology-based interventions for autism spectrum disorders: A meta-analysis. Autism. 2013;18(4):346–61.  https://doi.org/10.1177/1362361313476767.CrossRefGoogle Scholar
  36. 36.
    Simpson R. Evidence-Based Practices and Students With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities. 2005;20(3):140–9.CrossRefGoogle Scholar

Copyright information

© IUPESM and Springer-Verlag GmbH Germany, part of Springer Nature 2019

Authors and Affiliations

  1. 1.University of OttawaOttawaCanada

Personalised recommendations