Advances in Technology for the Development of Social Competence of Students with Autism Spectrum Disorder. Systematic Review

Authors

DOI:

https://doi.org/10.22235/pe.v16i2.3299

Keywords:

educational technology, autism, social development, collaborative, systematic review

Abstract

Digital technologies have been shown to be potentially beneficial for educational support of the social skills of students with Autism Spectrum Disorders (ASD). However, it can sometimes be difficult for teachers to know what kind of technologies are available for each work methodology and what scientific evidence supports their use. The aim of this review is to analyze the scientific evidence on the effectiveness of individual, collaborative and cooperative technological interventions in the development of social competence of children with ASD. A systematic review was carried out, which qualitatively analyzed the scientific publications of the journals indexed in the databases Scopus, Web of Science, PubMed, ERIC, IEEE Xplore and ACM Digital Library following the criteria set out in the PRISMA declaration. The literature highlights the potential of training based on digital technologies to improve students' social interaction with ASD and controlled studies show data in favor of its effectiveness. Advances in technology show a tendency to use multimodal supports in virtual or real contexts of interaction that provide feedback in real time and at a distance, favoring learning and social inclusion of the student.

Downloads

Download data is not yet available.

References

Abdelmohsen, M., & Arafa, Y. (2021). Training social skills of children with ASD through social virtual robot. En 2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW) (pp. 314-319). IEEE. https://doi.org/10.1109/VRW52623.2021.00063

Al Jaffal, M. (2022). Barriers general education teachers face regarding the inclusion of students with autism. Frontiers in Psychology, 13, 873248. https://doi.org/10.3389/fpsyg.2022.873248

Al-Rashaida, M., Amayra, I., López-Paz, J. F., Martínez, O., Lázaro, E., Berrocoso, S., García, M., Pérez, M., Rodríguez, A. A., Luna, P. M., Pérez-Núñez, P., & Caballero, P. (2022). Studying the Effects of Mobile Devices on Young Children with Autism Spectrum Disorder: A Systematic Literature Review. Review Journal of Autism and Developmental Disorders, 9, 400-415. https://doi.org/10.1007/s40489-021-00264-9

Anderson, C. M., Smith, T., & Wilczynski, S. M. (2018). Advances in School-Based Interventions for Students with Autism Spectrum Disorder: Introduction to the Special Issue. Behavior modification, 42(1), 3–8. https://doi.org/10.1177/0145445517743582

Atherton, G., & Cross, L. (2021). The Use of Analog and Digital Games for Autism Interventions. Frontiers in psychology, 12, 669734. https://doi.org/10.3389/fpsyg.2021.669734

Barry, L., Holloway, J., Gallagher, S., & McMahon, J. (2022). Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland. Journal of Autism and Developmental Disorders, 52(8), 3536–3546. https://doi.org/10.1007/s10803-021-05223-1

Battocchi, A., Ben‐Sasson, A., Esposito, G., Gal, E., Pianesi, F., Tomasini, D., Venuti, P., Weiss, P., & Zancanaro, M. (2010). Collaborative puzzle game: a tabletop interface for fostering collaborative skills in children with autism spectrum disorders. Journal of Assistive Technologies, 4(1), 4-13. https://doi.org/10.5042/jat.2010.0040

Bauminger-Zviely, N., Eden, S., Zancanaro, M., Weiss, P. L., & Gal, E. (2013). Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment. Autism: the international journal of research and practice, 17(3), 317–339. https://doi.org/10.1177/1362361312472989

Bekele, E., Crittendon, J., Zheng, Z., Swanson, A., Weitlauf, A., Warren, Z., & Sarkar, N. (2014). Assessing the utility of a virtual environment for enhancing facial affect recognition in adolescents with autism. Journal of autism and developmental disorders, 44(7), 1641–1650. https://doi.org/10.1007/s10803-014-2035-8

Bernardini, S., Porayska-Pomsta, K., & Smith, T. J. (2014). ECHOES: An intelligent serious game for fostering social communication in children with autism. Information Sciences, 264, 41-60. https://doi.org/10.1016/j.ins.2013.10.027

Bernard-Opitz, V., Sriram, N., & Nakhoda-Sapuan, S. (2001). Enhancing social problem solving in children with autism and normal children through computer-assisted instruction. Journal of Autism and Developmental Disorders, 31(4), 377-384. https://doi.org/10.1023/A:1010660502130

Bono, V., Narzisi, A., Jouen, A. L., Tilmont, E., Hommel, S., Jamal, W., Xavier, J., Billeci, L., Maharatna, K., Wald, M., Chetouani, M., Cohen, D., Muratori, F., & MICHELANGELO Study Group. (2016). GOLIAH: A Gaming Platform for Home-Based Intervention in Autism - Principles and Design. Frontiers in Psychiatry, 7, 70. https://doi.org/10.3389/fpsyt.2016.00070

Chen, C. H., Lee, I. J., & Lin, L. Y. (2015). Augmented reality-based self-facial modeling to promote the emotional expression and social skills of adolescents with autism spectrum disorders. Research in Developmental Disabilities, 36C, 396–403. https://doi.org/10.1016/j.ridd.2014.10.015

Chen, C. H., Lee, I-J., & Lin, L.-Y. (2016). Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Computers in Human Behavior, 55(Part A), 477–485. https://doi.org/10.1016/j.chb.2015.09.033

Cheng, Y., Chiang, H. C., Ye, J., & Cheng, L. H. (2010). Enhancing empathy instruction using a collaborative virtual learning environment for children with autistic spectrum conditions. Computers & Education, 55(4), 1449-1458. https://doi.org/10.1016/j.compedu.2010.06.008

Cobb, S., Beardon, L., Eastgate, R., Glover, T., Kerr, S., Neale, H., Parsons, S., Benford, S., Hopkins, E., Mitchell, P., Reynard, G., & Wilson, J. (2002). Applied virtual environments to support learning of social interaction skills in users with Asperger’s Syndrome. Digital Creativity, 13(1), 11-22. https://doi.org/10.1076/digc.13.1.11.3208

Davis, M., Otero, N., Dautenhahn, K., Nehaniv, C. L., & Powell, S. D. (2007, julio). Creating a software to promote understanding about narrative in children with autism: Reflecting on the design of feedback and opportunities to reason. In 2007 IEEE 6th International Conference on Development and Learning (pp. 64-69). IEEE. https://doi.org/10.1109/DEVLRN.2007.4354045

Dueñas, A. D., Plavnick, J. B., & Bak, M. Y. S. (2019). Effects of Joint Video Modeling on Unscripted Play Behavior of Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 49(1), 236–247. https://doi.org/10.1007/s10803-018-3719-2

Escobedo, L., Nguyen, D. H., Boyd, L., Hirano, S., Rangel, A., Garcia-Rosas, D., Tentori, M. E., & Hayes, G. (2012, May). MOSOCO: a mobile assistive tool to support children with autism practicing social skills in real-life situations. En Proceedings of the SIGCHI conference on human factors in computing systems (pp. 2589-2598). https://doi.org/10.1145/2207676.2208649

Fage, C., Consel, C. Y., Balland, E., Etchegoyhen, K., Amestoy, A., Bouvard, M., & Sauzéon, H. (2018). Tablet apps to support first school inclusion of children with autism spectrum disorders (ASD) in mainstream classrooms: A pilot study. Frontiers in Psychology, 9, 2020. https://doi.org/10.3389/fpsyg.2018.02020

Ferguson, B. R., Gillis, J. M., & Sevlever, M. (2013). A brief group intervention using video games to teach sportsmanship skills to children with autism spectrum disorders. Child & Family Behavior Therapy, 35(4), 293-306. https://doi.org/10.1080/07317107.2013.846648

Flores, M. M., Hill, D. A., Faciane, L. B., Edwards, M. A., Tapley, S. C., & Dowling, S. J. (2014). The Apple iPad as assistive technology for story-based interventions. Journal of Special Education Technology, 29(2), 27-37. https://doi.org/10.1177/0162643414029002

Gal, E., Bauminger, N., Goren-Bar, D., Pianesi, F., Stock, O., & Zancanaro, M. (2009). Enhancing social communication of children with high-functioning autism through a co-located interface. Ai & Society, 24(1), 75-84. https://doi.org/10.1007/s00146-009-0199-0

Gentile, V., Adjorlu, A., Serafin, S., Rocchesso, D., & Sorce, S. (2019). Touch or touchless? evaluating usability of interactive displays for persons with autistic spectrum disorders. En Proceedings of the 8th ACM International Symposium on Pervasive Displays (pp. 1-7). https://doi.org/10.1145/3321335.3324946

Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C. R., & Innocenti, M.S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149-164. https://doi. org/10.1177/001440290507100202

Gómez-León, M. I. (2019). Conexión neuronal en el trastorno del espectro autista. Psiquiatría biológica, 26(1), 7-14. https://doi.org/10.1016/j.psiq.2019.02.001

Grossard, C., Grynspan, O., Serret, S., Jouen, A. L., Bailly, K., & Cohen, D. (2017). Serious games to teach social interactions and emotions to individuals with autism spectrum disorders (ASD). Computers & Education, 113, 195-211. https://doi.org/10.1016/j.compedu.2017.05.002

Grynszpan, O., Martin, J. C., & Nadel, J. (2008). Multimedia interfaces for users with high functioning autism: An empirical investigation. International Journal of Human-Computer Studies, 66(8), 628-639. https://doi.org/10.1016/j.ijhcs.2008.04.001

Hedges, S. H., Odom, S. L., Hume, K., & Sam, A. (2017). Technology use as a support tool by secondary students with autism. Autism, 22(1), 70–79. https://doi.org/10.1177/1362361317717976

Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., Welch, V.A. (Editors). (2022). Cochrane Handbook for Systematic Reviews of Interventions. https://training.cochrane.org/handbook

Hopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Casey Wimsatt, F., & Biasini, F. J. (2011). Avatar assistant: improving social skills in students with an ASD through a computer-based intervention. Journal of Autism and Developmental Disorders, 41(11), 1543-1555. https://doi.org/10.1007/s10803-011-1179-z

Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-180. https://doi.org/10.1177/001440290507100203

Hourcade, J. P., Bullock-Rest, N. E., & Hansen, T. E. (2012). Multitouch tablet applications and activities to enhance the social skills of children with autism spectrum disorders. Personal and Ubiquitous Computing, 16(2), 157-168. https://doi.org/10.1007/s00779-011-0383-3

Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation. Journal of Autism and Developmental Disorders, 51, 4013-4032. https://doi.org/10.1007/s10803-020-04844-2

Jouen, A. L., Narzisi, A., Xavier, J., Tilmont, E., Bodeau, N., Bono, V., Ketem-Premel, N., Anzalone, S., Maharatna, K., Chetouani, M., Muratori, F., Cohen, D., & The MICHELANGELO Study Group. (2017). GOLIAH (Gaming Open Library for Intervention in Autism at Home): a 6-month single blind matched controlled exploratory study. Child and Adolescent Psychiatry and Mental Health, 11(1), 1-14. https://doi.org/10.1186/s13034-017-0154-7

Jung, S., & Sainato, D. M. (2015). Teaching games to young children with autism spectrum disorder using special interests and video modelling. Journal of Intellectual and Developmental Disability, 40(2), 198-212. https://doi.org/10.3109/13668250.2015.1027674

Ke, F., & Im, T. (2013). Virtual-reality-based social interaction training for children with high-functioning autism. The Journal of Educational Research, 106(6), 441-461. https://doi.org/10.1080/00220671.2013.832999

Kellems, R. O., Charlton, C., Kversøy, K. S., & Győri, M. (2020). Exploring the use of virtual characters (avatars), live animation, and augmented reality to teach social skills to individuals with autism. Multimodal Technologies and Interaction, 4(3), 48. https://doi.org/10.3390/mti4030048

Kinsella, B. G., Chow, S., & Kushki, A. (2017). Evaluating the usability of a wearable social skills training technology for children with autism spectrum disorder. Frontiers in Robotics and AI, 4, 31. https://doi.org/10.3389/frobt.2017.00031

Kirst, S., Diehm, R., Bögl, K., Wilde-Etzold, S., Bach, C., Noterdaeme, M., Poustka, L., Ziegler, M., & Dziobek, I. (2022). Fostering socio-emotional competencies in children on the autism spectrum using a parent-assisted serious game: A multicenter randomized controlled trial. Behaviour Research and Therapy, 152, 104068. https://doi.org/10.1016/j.brat.2022.104068

Lee, I. J. (2019). Augmented reality coloring book: An interactive strategy for teaching children with autism to focus on specific nonverbal social cues to promote their social skills. Interaction Studies, 20(2), 256-274. https://doi.org/10.1075/is.18004.lee

Lee, I.J., Lin, L.Y., Chen, C.H., & Chung, C.H. (2018). How to create suitable augmented reality application to teach social skills for children with ASD. State of the Art Virtual Reality and Augmented Reality Knowhow, 8, 119-138. http://doi.org/10.5772/intechopen.76476

Liu, R., Salisbury, J. P., Vahabzadeh, A., & Sahin, N. T. (2017). Feasibility of an Autism-Focused Augmented Reality Smartglasses System for Social Communication and Behavioral Coaching. Frontiers in Pediatrics, 5, 145. https://doi.org/10.3389/fped.2017.00145

López, A. R., & Wiskow, K. M. (2019). Teaching Children with Autism to Initiate Social Interactions Using Textual Prompts Delivered via Apple Watches®. Behavior Analysis in Practice, 13(3), 641–647. https://doi.org/10.1007/s40617-019-00385-y

MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W. H. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42(1), 43–55. https://doi.org/10.1901/jaba.2009.42-43

Mantziou, O., Vrellis, I., & Mikropoulos, T. A. (2015). Do children in the spectrum of autism interact with real-time emotionally expressive human controlled avatars? Procedia Computer Science, 67, 241-251. https://doi.org/10.1016/j.procs.2015.09.268

Mitchell, P., Parsons, S., & Leonard, A. (2007). Using virtual environments for teaching social understanding to 6 adolescents with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 37(3), 589-600. https://doi.org/10.1007/s10803-006-0189-8

Milne, M., Luerssen, M. H., Lewis, T. W., Leibbrandt, R. E., & Powers, D. M. (2010, July). Development of a virtual agent based social tutor for children with autism spectrum disorders. En The 2010 International Joint Conference on Neural Networks (IJCNN) (pp. 1-9). IEEE. https://doi.org/10.1109/IJCNN.2010.5596584

Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad play story to increase play dialogue of preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(9), 2174–2189. https://doi.org/10.1007/s10803-013-1770-6

O’Brien, A. M., Schlosser, R. W., Yu, C., Allen, A. A., & Shane, H. C. (2021). Repurposing a smartwatch to support individuals with autism spectrum disorder: Sensory and operational considerations. Journal of Special Education Technology, 36(4), 215-226. https://doi.org/10.1177/0162643420904001

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E.A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., … & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Systematic reviews, 10(1), 1-11. https://doi.org/10.1136/bmj.n71

Parsons, S., Mitchell, P., & Leonard, A. (2005). Do adolescents with autistic spectrum disorders adhere to social conventions in virtual environments? Autism: The International Journal of Research and Practice, 9(1), 95–117. https://doi.org/10.1177/1362361305049032

Piper, A. M., O’Brien, E., Morris, M. R., & Winograd, T. (2006). SIDES: a cooperative tabletop computer game for social skills development. En Proceedings of the 2006 20th Anniversary Conference on Computer Supported Cooperative Work (pp. 1-10). https://doi.org/10.1145/1180875.1180877

Rashedi, R. N., Bonnet, K., Schulte, R. J., Schlundt, D. G., Swanson, A. R., Kinsman, A., Bardett, N., Juárez, P., Warren, Z. E., Biswas, G., & Kunda, M. (2022). Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Adolescents with Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives. Journal of Autism and Developmental Disorders, 52(10), 4321–4336. https://doi.org/10.1007/s10803-021-05315-y

Sandbank, M., Bottema-Beutel, K., Crowley, S., Cassidy, M., Dunham, K., Feldman, J. I., Crank, J., Albarran, S. A., Raj, S., Mahbub, P., & Woynaroski, T. G. (2020). Project AIM: Autism intervention meta-analysis for studies of young children. Psychological Bulletin, 146(1), 1–29. https://doi.org/10.1037/bul0000215

Smith, E., Constantin, A., Johnson, H., & Brosnan, M. (2021). Digitally-mediated social stories support children on the autism spectrum adapting to a change in a ‘Real-World’context. Journal of Autism and Developmental Disorders, 51(2), 514-526. https://doi.org/10.1007/s10803-020-04558-5

Soysa, A. I., & Al Mahmud, A. (2019). Interactive Pretend Play (iPPy) toys for children with ASD. En Proceedings of the 31st Australian Conference on Human-Computer-Interaction (pp. 285-289). https://doi.org/10.1145/3369457.3369480

Sturm, D., Kholodovsky, M., Arab, R., Smith, D. S., Asanov, P., & Gillespie-Lynch, K. (2019). Participatory design of a hybrid kinect game to promote collaboration between autistic players and their peers. International Journal of Human–Computer Interaction, 35(8), 706-723. https://doi.org/10.1080/10447318.2018.1550180

Sutton, B. M., Webster, A. A., & Westerveld, M. F. (2019). A systematic review of school-based interventions targeting social communication behaviors for students with autism. Autism: The International Journal of Research and Practice, 23(2), 274–286. https://doi.org/10.1177/1362361317753564

Terlouw, G., Kuipers, D., van’t Veer, J., Prins, J. T., & Pierie, J. P. E. (2021). The development of an escape room–based serious game to trigger social interaction and communication between high-functioning children with autism and their peers: Iterative design approach. JMIR Serious Games, 9(1), e19765. https://doi.org/10.2196/19765

Terlouw, G., van’t Veer, J. T., Prins, J. T., Kuipers, D. A., & Pierie, J. P. E. (2020). Design of a Digital Comic Creator (It’s Me) to Facilitate Social Skills Training for Children with Autism Spectrum Disorder: Design Research Approach. JMIR Mental Health, 7(7), e17260. https://doi.org/10.2196/17260

Uzuegbunam, N., Wong, W. H., Cheung, S. C. S., & Ruble, L. (2018). MEBook: Multimedia Social Greetings Intervention for Children with Autism Spectrum Disorders. IEEE Transactions on Learning Technologies, 11(4), 520-535. https://doi.org/10.1109/TLT.2017.2772255

Voss, C., Schwartz, J., Daniels, J., Kline, A., Haber, N., Washington, P., Tariq, Q., Robinson, T. N., Desai, M., Phillips, J. M., Feinstein, C., Winograd, T., & Wall, D. P. (2019). Effect of Wearable Digital Intervention for Improving Socialization in Children with Autism Spectrum Disorder: A Randomized Clinical Trial. JAMA Pediatrics, 173(5), 446–454. https://doi.org/10.1001/jamapediatrics.2019.0285

Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P., & Schultz, T. R. (2015). Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z

Wright, C., Diener, M. L., Dunn, L., Wright, S. D., Linnell, L., Newbold, K., D’Astous, V., & Rafferty, D. (2011). SketchUp™: A technology tool to facilitate intergenerational family relationships for children with autism spectrum disorders (ASD). Family and Consumer Sciences Research Journal, 40(2), 135-149. https://doi.org/10.1111/j.1552-3934.2011.02100.x

Published

2023-12-01

How to Cite

Gómez-León, M. I. (2023). Advances in Technology for the Development of Social Competence of Students with Autism Spectrum Disorder. Systematic Review. Páginas De Educación, 16(2), 156–185. https://doi.org/10.22235/pe.v16i2.3299

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.