A SYSTEMATIC META-ANALYSIS OF NON-OVERLAPPING DATA ON TECHNOLOGY-ASSISTED INTERVENTIONS FOR INDIVIDUALS WITH SPECIFIC LEARNING DISABILITIES

<p>Scientific evidence-based practices and technology-based interventions in special education have become increasingly preferred among experts, researchers, and teachers due to their effectiveness, ease of implementation, ease of measurement, and benefits in achieving outcomes. During the COVID-19 pandemic, the use of online or program-based interventions, including computers, smartphones, and tablets, has increased. The integration of technology-based programs and applications with special education practices has become a critical issue. This study evaluates scientific research that employs single-subject research designs to investigate technology-based interventions for students with learning disabilities. The effectiveness of these interventions is assessed through a systematic review of electronic indexes, inclusion criteria, effect size calculations, and analyses based on WWC (What Works Clearinghouse) and qualitative indicators (Kratochwill, 2013). The effectiveness of the interventions is described using non-overlapping data analysis methods such as Improvement Line Overlap Factors (ILOF) and Improvement Rate Difference (IRD) (Rakap, 2020). The study aims to: (1) Identify the research designs used in studies that explore the use of technology in learning disabilities, (2) Determine the interventions implemented in these studies and the technological functions they are based on, (3) Examine how the technologies employed affect the performance of students with learning disabilities, and (4) Calculate the effect sizes of technology-based interventions using ILOF and IRD to determine their effectiveness. In this context, a systematic review of the literature was conducted in detail. The literature review revealed that most of the studies were published between 2010 and 2020. Additionally, it was found that the majority of the studies utilized single-subject research methods, particularly multiple-baseline designs. The participants were typically students in formal education settings, particularly those receiving instruction in inclusive classrooms. For the descriptive analysis of the reviewed studies, <strong>DigitizeIt</strong> software (digitizeit.xyz) was used for graphical analysis, while the <strong>ILOF and IRD effect size calculation program</strong> available at <a href="http://www.singlecaseresearch.org/calculators/ird" target="_new">http://www.singlecaseresearch.org/calculators/ird</a> (Vannest <em>et al.</em>, 2011) was employed for effect size calculations.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0105/a.php" alt="Hit counter" /></p>