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

Autores/as

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

DOI:

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

Palabras clave:

tecnología de la educación, autismo, desarrollo social, colaborativo, revisión sistemática

Resumen

Las tecnologías digitales han mostrado ser potencialmente beneficiosas para el apoyo educativo de las habilidades sociales de los alumnos con trastornos del espectro autista (TEA). Sin embargo, en ocasiones puede ser difícil para los docentes saber qué tipo de tecnologías están disponibles para cada metodología de trabajo y qué evidencia científica respalda su uso. El objetivo de esta revisión es analizar la evidencia científica sobre la eficacia de las intervenciones tecnológicas individuales, colaborativas y cooperativas en el desarrollo de la competencia social de los niños con TEA. Se realizó una revisión sistemática que analizó de manera cualitativa las publicaciones científicas de las revistas indexadas en las bases de datos Scopus, Web of Science, PubMed, ERIC, IEEE Xplore y ACM Digital Library, de acuerdo con los criterios establecidos en la declaración PRISMA. La literatura destaca el potencial del entrenamiento basado en tecnologías digitales para mejorar la interacción social de los estudiantes con TEA, y los estudios controlados muestran datos a favor de su efectividad. Los avances en tecnología muestran una tendencia a utilizar soportes multimodales en contextos virtuales o reales de interacción que proporcionan retroalimentación en tiempo real y a distancia, lo que favorece el aprendizaje y la inclusión social del alumno.

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