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Students will write their literature review as it will appear in their final paper/ project report. Students must review at least 10 studies that directly relate to the focus/purpose of their project. These 10 studies must report original data (i.e., they must not be reviews of other studies or opinion papers). The topic name is
The effectiveness of early intervention to improve attention or play skills with children with autism
I upload for you 6 articles and I want you to find 4 studies report orginal data
The purpose of a literature review is to provide a picture of the current state of knowledge regarding a specific area of research. A good review will provide a good summary, synthesis, and critique of the research.
Pay careful attention to how the authors of these articles organize and write their introductions and literature reviews (i.e., how they summarize, synthesize, and critique previous research on their topic). In writing your literature review, you should IMITATE the terminology, style, and structure that published authors use.
Here are some general guidelines for summarizing, synthesizing, and critiquing research in a literature review.:
• To provide an adequate descriptive SUMMARY of the research you are reviewing, specific information should be provided about each study. Your review should allow the reader to obtain a good understanding of participants, settings, types of interventions, dependent variables/outcome measures, design/methods, important findings, and implications for practice. While extremely detailed information is generally unnecessary (e.g., means, standard deviations, exact percentages, F and t values, minute details about the participants, etc.), the summary should provide a complete picture of the research. Please make sure this information is included in an organized way (some parallel structure for each study description is ideal, but be careful to avoid simply LISTING the elements of each study one after the other, see synthesis, below). KEY IDEA—PROVIDE ALL THE NECESSARY INFORMATION, BUT NO MORE.
• To provide an adequate SYNTHESIS of the research you are reviewing, make sure you compare and contrast studies/findings to provide an overall picture of what is known, what is not known, what is still unresolved, etc., about the topic. Transition from one study to the next in a way that highlights similarities (“Smith and Jones (2001) also examined the effectiveness of a cognitive-behavioral intervention…”) and/or differences (“In contrast, Conroy and Selig (2003) found that psychotherapy was ineffective…”). It is important to synthesize findings from all of the studies, e.g., considering all of the findings, talk about how effective a particular intervention appears to be—very effective? Somewhat effective? Effective for some, or in some settings, but not for others? Are findings consistent, inconsistent? Similarly, if you are reviewing descriptive research, compare and contrast studies and note where findings are consistent or inconsistent, etc. KEY IDEA—TELL THE STORY OF THE RESEARCH.
• To provide an adequate CRITIQUE of the research you are reviewing, you should include, in brief comments, some logical interpretation of findings (why different studies had somewhat or very different findings), some description of limitations of the research (representativeness of participants, methodological problems or weaknesses, important questions that remain unanswered), and some description of the relative strength of the research and so on. KEY IDEA—EVALUATE THE KNOWLEDGE BASE
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