Abstract
ABSTRACT The scientific and technological advances in the 21st century necessitate the acquisition of STEM skills for all students in order to be successful in post-secondary education and the workforce, including students with autism spectrum disorder (ASD). Technology-mediated intervention has shown promise in improving the STEM skills of students with ASD. This meta-analysis aimed to provide a quantitative synthesis of single-case experimental studies of technology-mediated interventions on the STEM achievement of students with ASD. Forty-four studies were included, and the Tau-U effect size (ES) across studies ranged from 0.28 to 1.00, with an omnibus ES of 0.91 (CI95 = [0.86, 0.97]). Variables such as technological devices and STEM areas acted as moderators. Implications for research and practice are discussed.
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