ArticleJournal of autism and developmental disorders2020
Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD.
Article in Journal of autism and developmental disorders, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 2 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
6 citing papers in PubMed, 2 syntheses or guidelines pooled it, 22 citations in OpenAlex.
- Features and effects of computer-based games on cognitive impairments in children with autism spectrum disorder: an evidence-based systematic literature review.BMC psychiatry · 2023Pooled it
- LEAP Motion Technology and Psychology: A Mini-Review on Hand Movements Sensing for Neurodevelopmental and Neurocognitive Disorders.International journal of environmental research and public health · 2021Pooled it
- Enhancing Theory of Mind in Children with Autism Through Computer-Assisted Instruction and the Thought-Bubble Strategy.Behavioral sciences (Basel, Switzerland) · 2026Article
- A novel measure of matching categories for early development: Item creation and pilot feasibility study.Research in developmental disabilities · 2021Article
- Effects of gesture-based match-to-sample instruction via virtual reality technology for Chinese students with autism spectrum disorders.International journal of developmental disabilities · 2019Article
- Prerequisite Skills in Cognitive Testing: Innovations in theory and recommendations for practice.Cognitive developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 4 institutions in 3 countries.
Funding
Abstract
This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.