Evidence map›Paper›PMID 32285232›Full record

ArticleJournal of autism and developmental disorders2023

The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism.

Katherine Ledbetter-Cho, Mark O'Reilly, Laci Watkins, Russell Lang, Nataly Lim, Katy Davenport, Caitlin Murphy

Abstract read
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In one paragraph

Article in Journal of autism and developmental disorders, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
0.7field-weighted citation impact, top 34% of its field
1 · What the graph read from 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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 24 citations in OpenAlex.

  1. Article
  2. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors at 3 institutions in 1 country.

Katherine Ledbetter-ChoTexas State University, San Marcos, TX, 79666, USA. kel48@txstate.edu.
Mark O'ReillyUniversity of Texas At Austin, Austin, TX, 78712, USA.
Laci WatkinsUniversity of Alabama, Tuscaloosa, AL, 35487, USA.
Russell LangTexas State University, San Marcos, TX, 79666, USA.
Nataly LimUniversity of Texas At Austin, Austin, TX, 78712, USA.
Katy DavenportTexas State University, San Marcos, TX, 79666, USA.
Caitlin MurphyTexas State University, San Marcos, TX, 79666, USA.
Texas State University · USThe University of Texas at Austin · USUniversity of Alabama · US

Funding

Office of Special Education Programs Grant H325H140001
6 · The paper itself

Abstract

This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted.

Indexed as

Academic PerformanceAutism Spectrum DisorderAutistic DisorderHumansMathematicsStereotyped BehaviorStudentsAcademic skillsAutismChallenging behaviorPortable electronic deviceStereotypyTechnology

Identifiers

PMID32285232
OpenAlexW3016214137

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

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.