Journal of Autism and Developmental Disorders

, Volume 43, Issue 11, pp 2628–2648 | Cite as

A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder

  • Victoria Knight
  • Bethany R. McKissick
  • Alicia Saunders
Original Paper


A comprehensive review of the literature was conducted for articles published between 1993 and 2012 to determine the degree to which technology-based interventions can be considered an evidence-based practice to teach academic skills to individuals with Autism Spectrum Disorder (ASD). Criteria developed by Horner et al. (Except Child 71:165–178, 2005) and Gersten et al. (Except Child 71:149–164, 2005) were used to determine the quality of single-subject research studies and group experimental research studies respectively. A total of 25 studies met inclusion criteria. Of these studies, only three single-subject studies and no group studies met criteria for quality or acceptable studies. Taken together, the results suggest that practitioners should use caution when teaching academic skills to individuals with ASD using technology-based interventions. Limitations and directions for future research are discussed.


Technology Evidence-based practices Individuals with autism spectrum disorder 


* indicate experiments included in the analysis

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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  • Victoria Knight
    • 1
  • Bethany R. McKissick
    • 2
  • Alicia Saunders
    • 3
  1. 1.Peabody CollegeVanderbilt UniversityNashvilleUSA
  2. 2.Mississippi State UniversityStarkvilleUSA
  3. 3.University North Carolina at CharlotteCharlotteUSA

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