This paper presents a systematic review of the literature on the modalities used in computer-based interventions (CBIs) and the impact of using these interventions in the learning, generalisation, and maintenance of language comprehension and decoding skills for children with autism spectrum disorder (ASD), ending with an appraisal of the certainty of evidence. Despite the importance of both skills in the reading comprehension and overall learning, a limited number of studies have been found. These include seven studies on language comprehension and seven studies on decoding. The shortlisted studies were analysed and a very limited number of modalities were found to have been used; text, graphics, audio, video, and mouse movement are used in all the studies and are termed basic modalities. Statistical analysis was also conducted on three parameters: (1) outcome of the study; (2) generalisation; and (3) maintenance. The analysis showed that CBIs were effective in facilitating these children’s learning; there was a significant improvement in the performance of children from the baseline to during and the post-intervention period. The analysis of generalisation has revealed positive results, indicating that the children were able to transfer information to a different setting or situation. Positive results are also noted from the analysis of maintenance, which indicate that the children retained information following the withdrawal of intervention. The combination of teachers’ instructions and CBI has provided better results than using either of them separately. This study has discovered 23 potential modalities and 2 potential CBIs including serious games and virtual learning environments that can be explored for language comprehension and decoding skills.

中文翻译：

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对自闭症谱系障碍（ASD）儿童的语言理解和解码技能的计算机干预（CBI）方式的系统评价

本文对计算机干预（CBI）中使用的方式以及使用这些干预对自闭症谱系障碍（ASD）儿童的语言理解和解码技能的学习，推广和维持的影响进行了系统的文献综述），最后是对证据确定性的评估。尽管这两种技能对阅读理解和整体学习都很重要，但已发现的研究数量有限。这些研究包括七项关于语言理解的研究和七项关于解码的研究。对入围研究进行了分析，发现使用的方法非常有限；文本，图形，音频，视频和鼠标移动在所有研究中都被使用，被称为基本模态。还对三个参数进行了统计分析：（1）研究结果；（2）概括；（3）维护。分析表明，CBIs在促进这些孩子的学习方面是有效的。从基线到干预期间以及干预后期间，儿童的表现都有显着改善。泛化分析显示出积极的结果，表明孩子们能够将信息转移到不同的环境或情况。维持分析也显示出积极的结果，表明儿童在干预退出后保留了信息。教师指导和CBI的结合提供了比单独使用它们更好的效果。