Avances en la tecnología para el desarrollo de la competencia social del alumnado con trastornos del espectro autista. Revisión sistemática

María Isabel Gómez-León

doi:10.22235/pe.v16i2.3299

Authors

María Isabel Gómez-León Universidad Internacional de La Rioja, Spain. https://orcid.org/0000-0001-7466-5441

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.

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