We conducted this systematic literature review to summarize single-case intervention studies in which academic instruction incorporated assistive and instructional technology for students with complex support needs. Thirty studies, published between 2012 and 2019, were included in the review and valuated for methodological rigor. Of the 97 student participants across all studies, most received language arts instruction in self-contained elementary classrooms. The majority of interventions used instructional technology on mobile devices in conjunction with systematic instruction focusing on teaching word recognition or letter identification skills. We discussed the key findings with recommendations for future research, and implications for practice.

我们进行了这项系统的文献回顾，以总结单案例干预研究，其中学术教学为有复杂支持需求的学生结合了辅助和教学技术。2012 年至 2019 年间发表的 30 项研究被纳入审查，并评估了方法学的严谨性。在所有研究的 97 名学生参与者中，大多数人在独立的小学教室接受语言艺术指导。大多数干预措施使用移动设备上的教学技术与系统教学相结合，重点是教授单词识别或字母识别技能。我们讨论了主要发现并提出了对未来研究的建议以及对实践的影响。