Effectiveness of Video-Based Instruction With Additional Components to Improve Conversational Skills in Autistic Children: A Systematic Review.
Saved in:
| Title: | Effectiveness of Video-Based Instruction With Additional Components to Improve Conversational Skills in Autistic Children: A Systematic Review. |
|---|---|
| Authors: | Mohanan, Reshmi1, Veena, Kadiyali D.1, Parsekar, Shradha S.2, Bellon-Harn, Monica L.3, Aithal, Venkataraja U.1 vrajaithal@manipal.edu |
| Source: | American Journal of Speech-Language Pathology. May2025, Vol. 34 Issue 3, p1567-1584. 18p. |
| Subject Terms: | *Audiovisual materials, *Autism in children, *Conversation, *Educational outcomes, *Teaching methods, *Ability, *Communication education, *Autism in adolescence, *ERIC (Information retrieval system), *Verbal behavior, *Training, Asperger's syndrome in children, Medical information storage & retrieval systems, CINAHL database, Asperger's syndrome in adolescence, Systematic reviews |
| Abstract: | Purpose: This systematic review assessed the impact of video-based instruction with additional intervention components on autistic children’s conversational skills. Method: Single-subject multiple-baseline design studies from 2000 to 2022 were included. Studies were identified through searches of six databases, other sources, and forward and backward citation tracking. Two authors, independently, conducted screening, quality assessment, and data extraction using the What Works Clearinghouse standards. Results were analyzed using percentage of nonoverlapping data (PND), percentage of data exceeding the median (PEM), and percentage of all nonoverlapping data (PAND) and compared with baseline and intervention phase means. Results: Seventeen studies were included, all conducted in a Western context, involving 47 autistic children. Interventions varied in type and additional components, duration, frequency, and number of sessions. PEM measures (0.7–1) and phase means were more sensitive in determining intervention effectiveness, while PND and PAND (0.3–0.5) suggested underestimation. Conclusion: Despite positive outcomes, research gaps remain in examining treatment effects across diverse cultural contexts and determining optimal intervention intensity. [ABSTRACT FROM AUTHOR] |
| Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
Be the first to leave a comment!
