Trial reportJournal of the American Academy of Child and Adolescent Psychiatry2020
Randomized Trial of a Computer-Assisted Intervention for Children With Autism in Schools.
Trial report in Journal of the American Academy of Child and Adolescent Psychiatry, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT02695693 (RCT of TeachTown in Autism Support Classrooms), which is not on this map. Cited by 11 papers, 1 of them a synthesis that pooled it.
What it found
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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.
RCT of TeachTown in Autism Support Classrooms: Innovation and Exnovation
Who cites it
11 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The use of technology-assisted intervention in vocabulary learning for children with autism spectrum disorder: a systematic review.Frontiers in psychology · 2024Pooled it
- Implementation Science in School Mental Health: A 10-Year Progress Update and Development of a New Research Agenda.School mental health · 2024Article
- Digital interventions for autism spectrum disorders: A systematic review and meta-analysis.Pediatric investigation · 2024Article
- Efficacy of Mobile-Based Cognitive Training Program DoBrain in Preschool Children With or Without Developmental Disabilities: A Randomized, Single-Blind, Active-Controlled Trial.Psychiatry investigation · 2022Article
- The influential factors and non-pharmacological interventions of cognitive impairment in children with ischemic stroke.Frontiers in neurology · 2022Review
- Digital health should augment (not replace) autism treatment providers.Autism : the international journal of research and practice · 2021Article
- School-Implemented Interventions for Preschool to High School Students with Autism: An Update on Recent Research.Current psychiatry reports · 2021Review
- ESCAP practice guidance for autism: a summary of evidence-based recommendations for diagnosis and treatment.European child & adolescent psychiatry · 2021Article
- Does implementing a new intervention disrupt use of existing evidence-based autism interventions?Autism : the international journal of research and practice · 2020Article
- Predicting implementation: comparing validated measures of intention and assessing the role of motivation when designing behavioral interventions.Implementation science communications · 2020Article
- Self-Regulation is Bi-Directionally Associated with Cognitive Development in Children with Autism.Journal of applied developmental psychologyArticle
Corrections and comments
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Authors and funding
8 authors.
Funding
Abstract
objectiveComputer-assisted interventions (CAIs) are popular for educating children with autism, but their effectiveness is not well established. This study evaluated the effectiveness of 1 CAI designed to improve children's language, cognitive, and academic skills, TeachTown: Basics, in a large urban school district.
methodTeachers (n = 59) in autism support classrooms and their consented students in kindergarten through second grade (n = 154) were randomized to TeachTown: Basics or waitlist control. Child outcome was measured at baseline and after 1 academic year using the Bracken Basic Concepts Scale-Receptive and Expressive versions and the Differential Ability Scales, Second Edition (DAS-II). Random effects regression models that included clustering of time within students and students within classrooms were used to test whether the change over time in each outcome differed between groups.
resultsThere were no statistically significant differences in outcomes for children who received TeachTown: Basics or treatment as usual. Increased time spent using TeachTown: Basics was associated with worse receptive language outcomes for children in the experimental group after 1 academic year. However, there was no association between minutes spent using TeachTown and changes in expressive language or DAS-II score.
conclusionDespite growing enthusiasm for CAIs in autism treatment, the present findings indicate that CAI might not be effective at improving language and cognitive outcomes for children with autism spectrum disorder. The decision to implement CAIs in schools should be carefully balanced against the evidence for effectiveness of these programs. Schools might be better served by investing in treatment strategies with established evidence. CLINICAL TRIAL REGISTRATION INFORMATION: RCT of TeachTown in Autism Support Classrooms: Innovation and Exnovation; https://clinicaltrials.gov/; NCT02695693.
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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.