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The Use of Technology-Based Interventions in Teaching STEM Skills to Autistic Students in K-12 Settings: A Systematic Review

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Abstract

In this systematic review, we examined the use of technology-based interventions to teach science, technology, engineering, and mathematics (STEM) skills to K-12 autistic students. Twenty peer-reviewed articles with 59 autistic participants, ages 5–21 and published between 2012 and 2021 were included. Studies used a variety of technology-based interventions, including video-based intervention (n = 10), virtual manipulatives (n = 7), computer-assisted instruction (n = 2), and e-texts (n = 1). Sixteen studies focused on mathematics skills, three studies on science skills, and one on both. Using the Reichow et al. (2008) evaluative method, we determined that technology-based interventions for teaching STEM skills to K-12 autistic students can be classified as an established evidence-based practice. Yet, readers should use caution when interpreting the findings, as a variety of technology-based intervention were included in this study.

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Authors and Affiliations

  1. Department of Counseling, Higher Education, and Special Education, University of Maryland, 3214 Benjamin Building, College Park, MD, USA

    Gulnoza Yakubova & Melissa A. Defayette

  2. Towson University, Towson, MD, USA

    Briella Baer Chen

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  1. Gulnoza Yakubova
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Correspondence to Gulnoza Yakubova.

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Yakubova, G., Chen, B.B. & Defayette, M.A. The Use of Technology-Based Interventions in Teaching STEM Skills to Autistic Students in K-12 Settings: A Systematic Review. Rev J Autism Dev Disord (2022). https://doi.org/10.1007/s40489-022-00351-5

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