Painting a Narrative: Analysis of Published Systematic Reviews on STEM Interventions for Students With Autism Spectrum Disorders

• In Event: 21.062 - MTCC Roundtable Session Six
  In Roundtable Session: 21.062-14 - STEM for All: Providing Quality STEM Education to Students With Disabilities

Abstract

Intervention research for students with autism spectrum disorders (ASD) have historically focused behavior and social-communication skills, but more recent research evaluates academic interventions. Science, technology, engineering, and mathematics (STEM) interventions for students with ASD appear to have a rapidly-expanding body of research, resulting in an increase of publications sharing collective outcomes, such as systematic reviews. Yet, there is inevitable variation in review literature based on initial criteria (e.g., inclusionary criteria) and modes of analysis. This research appraised 14 literature review publications and analyzed the parameters of the study. For example, seven studies included an evaluation of functional relation or intervention effect (e.g., visual analysis [n=3], points of non-overlapping data [PND, n=3], and Tau-U [n=2]. Variations and outcomes will be discussed.

Authors

• Elizabeth M. Hughes, The Pennsylvania State University

• Gulnoza Yakubova, University of Maryland

• Tracy J. Raulston, The Pennsylvania State University

• Paul Riccomini, The Pennsylvania State University

• Jooyoung Lee, The Pennsylvania State University

• Divya Deshpande, The Pennsylvania State University

• Jonte' C. Taylor (JT), The Pennsylvania State University