نمایش مختصر رکورد

dc.contributor.authorEsnaashari, Mohaddesehen_US
dc.contributor.authorSoleimani, Hassanen_US
dc.contributor.authorAlipour, Ahmaden_US
dc.contributor.authorJafarigohar, Manoochehren_US
dc.contributor.authorKarimi Firoozjaei, Alien_US
dc.date.accessioned1402-03-11T03:05:36Zfa_IR
dc.date.accessioned2023-06-01T03:05:39Z
dc.date.available1402-03-11T03:05:36Zfa_IR
dc.date.available2023-06-01T03:05:39Z
dc.date.issued2022-08-01en_US
dc.date.issued1401-05-10fa_IR
dc.date.submitted2022-10-31en_US
dc.date.submitted1401-08-09fa_IR
dc.identifier.citationEsnaashari, Mohaddeseh, Soleimani, Hassan, Alipour, Ahmad, Jafarigohar, Manoochehr, Karimi Firoozjaei, Ali. (2022). Communication Skills through Digital Technology in Language Learners with Autism: A Systematic Review and Meta-Analysis. Iranian journal of Learning and Memory, 5(18), 55-69.en_US
dc.identifier.issn2645-5455
dc.identifier.issn2645-5447
dc.identifier.urihttps://journal.iepa.ir/article_166733.html
dc.identifier.urihttps://iranjournals.nlai.ir/handle/123456789/977426
dc.description.abstractThe use of technology-based instructions and treatment tools to compensate for deficiencies in autism spectrum disorder (ASD) is evidently increasing. The present study that performed during 2021-2022 was a systematic review and meta-analysis concerning the efficacy of digital technologies in improving the deficient communication skills in language learners with ASD. Ten studies met the inclusion criteria. The results revealed that the overall effect size (Cohen's d) was 0.12 for both fixed effect model and random-effect model (z = 1.155, p >0.05). The effect size was statistically non-significant. We also considered Magnitudes of Cohen's d fixed at 0.2, 0.5, and 0.8 which commonly accepted for small, medium and large quantities. Again, the result approached the small magnitude (1.12 > 0.2). Despite estimation of variances of effect sizes across studies (Q index, I2 and T2 values) approved homogeneity in study results, due to small number of studies included in this meta-analysis they\ results may not be generalizable (Q= 8.780, I= 0.00, T= 0.00, p> 0.05).For future comparisons, we therefore recommend use of more evidence-based experimental studies with modifications in their technology devices to secure higher statistical gains. We also recommend considering moderator variables which affected the effect size of included publications consisting age, IQ level, treatment durations and validity rate of technology devices.en_US
dc.format.extent605
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.publisherIranian Educational Psychology Associationen_US
dc.relation.ispartofIranian journal of Learning and Memoryen_US
dc.subjectautismen_US
dc.subjecttechnologyen_US
dc.subjectcommunicationen_US
dc.subjectlanguage learningen_US
dc.subjectMeta-analysisen_US
dc.titleCommunication Skills through Digital Technology in Language Learners with Autism: A Systematic Review and Meta-Analysisen_US
dc.typeTexten_US
dc.typeOriginal Articleen_US
dc.contributor.departmentDepartment of Linguistics and Foreign Languages, Payame Noor University (PNU), P.O. Box 19395-4697, Tehran, Iranen_US
dc.contributor.departmentDepartment of Linguistics and Foreign Languages, Payame-Noor University (PNU), P.O. Box 19395-4697, Tehran, Iranen_US
dc.contributor.departmentDepartment of Psychology, Payame- Noor University (PNU), P.O. Box 19395-4697, Tehran, Iranen_US
dc.contributor.departmentDepartment of Linguistics and Foreign languages, Pyame-Noor University (PNU), P.O. Box 19395-4697, Tehran, Iranen_US
dc.contributor.departmentDepartment of Linguistics and Foreign Languages, Payame-Noor University (PNU), P.O. Box 19395-4697, Tehran, Iranen_US
dc.citation.volume5
dc.citation.issue18
dc.citation.spage55
dc.citation.epage69
nlai.contributor.orcid0000-0000-0000-0000
nlai.contributor.orcid0000-0001-6892-3248
nlai.contributor.orcid0000-0000-0000-0000


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