* Kennedy, J., Missiuna, C., Pollock, N., Wu, S., Yost, J., & Camp- bell, W. (2018). A scoping review to explore how universal de- sign for learning is described and implemented by rehabilitation health professionals in school settings. Child: Care, Health and De- velopment, 44 (5), 670-688. * Lamontagne, M. E., Gagnon, C., Allaire, A. S., & Noreau, L. (2016). A scoping review of clinical practice improvement meth- odology use in rehabilitation. Rehabilitation Process and Outcome, 5 , RPO-S20360. * Schlosser, R. W., & Koul, R. K. (2015). Speech output technol- ogies in interventions for individuals with autism spectrum disor- ders: A scoping review. Augmentative and Alternative Communica- tion, 31 (4), 285-309. * Tao, G., Charm, G., Kabacińska, K., Miller, W. C., & Robillard, J. M. (2020). Evaluation tools for assistive technologies: A scoping review. Archives of Physical Medicine and Rehabilitation, 101 (6), 1025-1040. META-ANALYTIC REVIEWS A meta-analysis review is similar to the formality of a descrip- tive literature review but goes further to conduct a statistical test about the size of the effect caused by the intervention. Until re- cently, a meta-analysis was considered one of the highest levels of research evidence (see Evidence Review below). Nonetheless, locating a meta-analysis on a topic of interest is an important find for any professional. Here are a few recent meta-analysis reviews that may be of interest to AT professionals. * Alzrayer, N., Banda, D. R., & Koul, R. K. (2014). Use of iPad/iP- ods with individuals with autism and other developmental dis- abilities: A meta-analysis of communication interventions. Review Journal of Autism and Developmental Disorders, 1 (3), 179-191. Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21 (8), 791-807. Muharib, R., & Alzrayer, N. M. (2018). The use of high-tech speech-generating devices as an evidence-based practice for children with autism spectrum disorders: A meta-analysis. Review Journal of Autism and Developmental Disorders, 5 (1), 43-57. * Perelmutter, B., McGregor, K. K., & Gordon, K. R. (2017). As- sistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. Computers & Education, 114 , 139-163.
reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51 (1), 73-84.
EVIDENCE REVIEW Research methodologists have increasingly sought to improve the quality of research reviews to remove some of the subjectiv- ity found in descriptive literature reviews (Cooper, Hedges, & Val- entine, 2019; Higgins, et al., 2019). At the forefront of this work is an international network of researchers known as Cochrane (www.cochranelibrary.com). They have established protocols for conducting evidence reviews. They have also created a library of the evidence reviews. This work originally started by focusing on medicine and health science but the methodology is finding its way into education. At this point, there is only one AT evidence review that meets this highest standard of research evidence. Thomas, R., Barker, L., Rubin, G., & Dahlmann Noor, A. (2015). As- sistive technology for children and young people with low vision. Cochrane Database of Systematic Reviews, 6, Art. No.: CD011350. DOI: 10.1002/14651858.CD011350.pub2 REFERENCES Cooper, H., Hedges, L. V., & Valentine, J. C. (Eds.). (2019). The handbook of research synthesis and meta-analysis. NY: Russell Sage Foundation. Higgins, J. P., Thomas, J., Chandler, J., Compton, M., Li, T, Page, M.J., & Welch, V.A. (Eds.). (2019). Cochrane handbook for systemat- ic reviews of interventions (2nd ed.). Chichester (UK): John Wiley & Sons.
* Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve
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