Sin título

Databases

education databases

education full text

Academic Search Premier

PyschINFO

EBSCO

Springerlink

SAGE

Taylor & Francis

ELSEVIERand

Using 14 Keywords

Screening

empirical studies that taught sign language and used SGD with ASD students

* 15 abstracts reviewed based on the inclusion criteria

Inclusion criteria

Exclusion criteria

Compared the search results with recent literature reviews by Lorah et al. (2015) and Schlosser and Wendt (2008)

The studies employed single case research design (SCDs)

The studies employed visual analysis graphs of the intervention outcome

Included international journals written in English

Did not include participants with ASD or DD

Participants with an ASD diagnosis, including a pervasive developmental disorder, who were not otherwise using aided or unaided communication systems

Were dissertation studies, literature reviews, or books

Published in a peer-reviewed journal within the years of 1970–2017

Did not include direct intervention

Did not include toddlers, kindergartener, preschool-age children, and 8-year-olds.

Coded the list of studies based on (a) type of research design used; (b) participant characteristics, including number, age, and type of disability; (c) setting; (d) intervention/ independent variables; (e) dependent variables; (f) intervention procedures; (g) results of the study; and (h) quality of indicators (QIs)

Coded studies in accordance with established criteria for SCDs, as established by Horner et al. (2005),

A research assistant familiar with SCDs used the coding protocol template developed by Horner et al. (2005) to reread each study independently and ensure that each study met the seven QIs for fidelity.

Evaluated each component as being “present” or “absent” according to the guidelines in each section by applying an absolute coding system of "met" or "not met" and the partial-credit scoring system (Lane et al., 2009).