Technology supporting written productivity in children with learning disabilities: a critical review

Abstract

Background: Occupational therapists working with school-aged children are often in the position of recommending technology to enhance written productivity. The outcome of using technology on the writing of children with learning disabilities has not been reviewed critically, and this knowledge is necessary for evidence-based practice.

Purpose: To review evidence regarding the use of technology to support written productivity in children with learning disabilities.

Methods: A systematic search of seven databases, plus a manual search, retrieved 864 papers published between 1985 and March 2012. Twenty-seven papers (28 studies) met inclusion criteria.

Findings: The evidence is of a moderately low level and results are inconclusive; however, trends suggest a positive influence of some technology on children's performance and behaviour. Methodological limitations exist in most studies and the description of specific technology intervention is often combined with teaching instructions.

Implications: The available research is encouraging, but high-quality investigations with newer technologies are needed.