Evaluating augmented reality as evidence-based practice for individuals with autism spectrum disorder: a meta-analysis of single-case design studies


Denizli-Gulboy H., GENÇ TOSUN D., Gulboy E.

International Journal of Developmental Disabilities, 2021 (SSCI) identifier identifier

  • Publication Type: Article / Review
  • Publication Date: 2021
  • Doi Number: 10.1080/20473869.2021.1972741
  • Journal Name: International Journal of Developmental Disabilities
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, CINAHL, EMBASE, ERIC (Education Resources Information Center), Psycinfo
  • Keywords: augmented reality, evidence-based practice, autism spectrum disorders, virtual reality, mixed reality, INTELLECTUAL DISABILITIES, MIXED REALITY, CHILDREN, EDUCATION, COMMUNICATION, STUDENTS, HELP, TOOL
  • Eskisehir Osmangazi University Affiliated: Yes

Abstract

© The British Society of Developmental Disabilities 2021.The purpose of this study was to determine whether the augmented reality in children with autism spectrum disorder is an evidence-based practice. For this purpose, a systematic literature review was conducted for determining research that implemented the augmented reality. The review followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. As a result of the review, nine single-case experimental design (SCED) research that met the inclusion criteria were analyzed using the quality indicators. At the end of the quality evaluation, the effect size of eight SCED research that were determined to have evidence of a strong or adequate quality was calculated by using Tau-U. The results of the study revealed that the augmented reality was a promising and highly effective intervention (Tau U = 0.98) in teaching new skills for children with autism spectrum disorder.