BackgroundAn increasing amount of assistive technology interventions exist for adolescents and adults with learning disabilities, but there has been no systematic review of their effectiveness. PurposeAre assistive technology interventions effective in learning disabilities for participants ages 14 and up? How do these interventions affect the lived experience of users? We performed a systematic review of both qualitative and quantitative studies to answer these questions. MethodsUsing 5 search methods, we located 38 quantitative group-design and single-subject intervention studies, 5 survey studies and 13 qualitative studies. We sorted the group-design and single-subject studies into groups by intervention type and performed meta-analyses. We provided a narrative summary of survey and qualitative publications. We used a modified version of the Downs-Black checklist to assess study quality, where applicable. ResultsWhile assistive interventions proved overall beneficial, the most commonly used interventions were unexpectedly not the most effective. Interventions based on word processing, multimedia and hypertext proved the most effective, while smart pens and text-to-speech systems presented mixed results. Speech-to-text systems had a small positive effect. Participants had mixed emotions and attitudes about their assistive technology. ConclusionsAssistive technology interventions can be helpful for adolescents and adults with learning disabilities, but interventions need to be carefully compared, and customized to the individual. Assistive technology can be useful for adolescents and adults with LD.Word processing, multimedia and hypertext interventions were the most effective.Speech-to-text interventions had a small effect.Smart pens and text-to-speech systems had mixed results.Interactions with baseline ability or age can obscure intervention success.

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针对有学习障碍的青少年和成人的辅助技术干预：基于证据的系统评价和荟萃分析

背景针对有学习障碍的青少年和成人，存在越来越多的辅助技术干预措施，但尚未对其有效性进行系统评价。目的辅助技术干预对 14 岁及以上参与者的学习障碍是否有效？这些干预措施如何影响用户的生活体验？我们对定性和定量研究进行了系统回顾，以回答这些问题。方法使用 5 种搜索方法，我们找到了 38 项定量组设计和单受试者干预研究、5 项调查研究和 13 项定性研究。我们将组设计和单受试者研究按干预类型分类并进行荟萃分析。我们提供了调查和定性出版物的叙述性摘要。在适用的情况下，我们使用了 Downs-Black 检查表的修改版本来评估研究质量。结果虽然证明辅助干预总体上是有益的，但最常用的干预措施出乎意料地并不是最有效的。基于文字处理、多媒体和超文本的干预被证明是最有效的，而智能笔和文本转语音系统则呈现出不同的结果。语音到文本系统有一个小的积极影响。参与者对他们的辅助技术有着复杂的情绪和态度。结论辅助技术干预可以帮助有学习障碍的青少年和成人，但干预需要仔细比较，并针对个人进行定制。辅助技术对患有 LD.Word 处理的青少年和成人很有用，