@article{Khowaja2019c,
title = {A systematic review of modalities in computer-based interventions (CBIs) for language comprehension and decoding skills of children with autism spectrum disorder (ASD)},
author = {K Khowaja and S S Salim and A Asemi and S Ghulamani and A Shah},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062722488&doi=10.1007%2fs10209-019-00646-1&partnerID=40&md5=7ff6d03104bfe1e04f6b069b265f671a},
doi = {10.1007/s10209-019-00646-1},
issn = {16155289},
year = {2019},
date = {2019-01-01},
journal = {Universal Access in the Information Society},
publisher = {Springer Verlag},
abstract = {This paper presents a systematic review of the literature on the modalities used in computer-based interventions (CBIs) and the impact of using these interventions in the learning, generalisation, and maintenance of language comprehension and decoding skills for children with autism spectrum disorder (ASD), ending with an appraisal of the certainty of evidence. Despite the importance of both skills in the reading comprehension and overall learning, a limited number of studies have been found. These include seven studies on language comprehension and seven studies on decoding. The shortlisted studies were analysed and a very limited number of modalities were found to have been used; text, graphics, audio, video, and mouse movement are used in all the studies and are termed basic modalities. Statistical analysis was also conducted on three parameters: (1) outcome of the study; (2) generalisation; and (3) maintenance. The analysis showed that CBIs were effective in facilitating these children’s learning; there was a significant improvement in the performance of children from the baseline to during and the post-intervention period. The analysis of generalisation has revealed positive results, indicating that the children were able to transfer information to a different setting or situation. Positive results are also noted from the analysis of maintenance, which indicate that the children retained information following the withdrawal of intervention. The combination of teachers’ instructions and CBI has provided better results than using either of them separately. This study has discovered 23 potential modalities and 2 potential CBIs including serious games and virtual learning environments that can be explored for language comprehension and decoding skills. © 2019, Springer-Verlag GmbH Germany, part of Springer Nature.},
note = {cited By 2},
keywords = {Augmented Reality, Autism Spectrum Disorders, Children with Autism, Computer Aided Instruction, Decoding, Diseases, Language Comprehensions, Maintenance, Mammals, Multi-Modal Interfaces, Post Interventions, Reading Comprehension, Serious Games, Spectrum Analysis, Transfer Information, Virtual Learning Environments, Virtual Reality},
pubstate = {published},
tppubtype = {article}
}

@article{Khowaja20131111,
title = {A systematic review of strategies and computer-based intervention (CBI) for reading comprehension of children with autism},
author = {K Khowaja and S S Salim},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879609907&doi=10.1016%2fj.rasd.2013.05.009&partnerID=40&md5=6ba3e9315ee8b3cecb6248b97198313d},
doi = {10.1016/j.rasd.2013.05.009},
issn = {17509467},
year = {2013},
date = {2013-01-01},
journal = {Research in Autism Spectrum Disorders},
volume = {7},
number = {9},
pages = {1111-1121},
abstract = {This paper presents a systematic review of relevant published studies on reading comprehension for children with autism, focusing on vocabulary instruction and text comprehension instruction from years 2000 to 2011. This systematic review attempts to address three specific research questions: strategies of vocabulary instruction and text comprehension instruction used, computer-based intervention (CBI) used or developed during study, and the effectiveness of using CBI for teaching children with autism. There are five strategies of vocabulary instruction and seven strategies of text comprehension instruction. Results indicate that two strategies of vocabulary instruction, multimedia methods and explicit instruction were found to be more commonly used than the other three. On the same note, question answering strategy of text comprehension instruction was discovered to be used more often than the other six. Results also indicate that children with autism can benefit from the strategies of reading comprehension and that the use of CBI as a mode of instruction for reading comprehension improved learning of children. This is clearly evident judging from the performance of children between pre-tests and post-tests of studies in which CBI was used. However, due to heterogeneity of participants, this is not always the case; a few studies reported no improvement in the learning of children with autism. © 2013 Elsevier Ltd. Allrights reserved.},
note = {cited By 28},
keywords = {Attention, Autism, Bibliographic Database, Children, Clinical Effectiveness, Clinical Observation, Cognition, Comprehension, Computer Assisted Therapy, Computer Based Intervention, Explicit Memory, Human, Learning, Linguistics, Motivation, Multimedia, Pretest Posttest Design, Priority Journal, Reading, Reading Comprehension, Review, Systematic Review, Treatment Outcome},
pubstate = {published},
tppubtype = {article}
}