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A systematic review of modalities in computer-based interventions (CBIs) for language comprehension and decoding skills of children with autism spectrum disorder (ASD)

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Abstract

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.

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Acknowledgements

This research is supported by University of Malaya Research Grant (UMRG) under Equitable Society Research Cluster RP061A-18SBS.

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Authors and Affiliations

  1. Department of Computer Science, Isra University, Hyderabad, Pakistan

    Kamran Khowaja

  2. Department of Software Engineering, University of Malaya, Kuala Lumpur, Malaysia

    Siti Salwah Salim

  3. Department of Computer Engineering and IT, Safahan Institute of Higher Education, Isfahan, Iran

    Adeleh Asemi

  4. Department of Computer Science, SZABIST Hyderabad Campus, Hyderabad, Pakistan

    Sumbul Ghulamani

  5. Department of Information Systems, International Islamic University Malaysia, Kuala Lumpur, Malaysia

    Asadullah Shah

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  1. Kamran Khowaja
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Appendix

Appendix

See Tables 11, 12, 13, 14, 15, 16, 17, 18, 19 and 20.

Table 11 Tests of within-subjects contrasts for outcome
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Table 12 Means for groups in homogeneous subsets based on observed means
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Table 13 T test results for outcome of studies
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Table 14 Tests of within-subjects contrasts for generalisation
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Table 15 Tests of between-subjects effects for generalisation
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Table 16 Tests of within-subjects effects with Huynh-Feldt test
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Table 17 Tests within-subject contrasts for maintenance
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Table 18 Tests of between-subjects effects for maintenance
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Table 19 Tests of within-subjects contrasts for teacher and computer performance
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Table 20 Post hoc test for teacher and CBI performance
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Khowaja, K., Salim, S.S., Asemi, A. et al. A systematic review of modalities in computer-based interventions (CBIs) for language comprehension and decoding skills of children with autism spectrum disorder (ASD). Univ Access Inf Soc 19, 213–243 (2020). https://doi.org/10.1007/s10209-019-00646-1

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