ecently, there have been considerable advances in n innovative information communication technolthe education of people with autism. This review aims: (1) to provide an overview of the recent ICT sed in the treatment of autism and (2) to focus on elopment of imitation and joint attention in the ldren with autism as well as robotics. There have of recent ICT applications in autism, which include teractive environments implemented in computers nput devices, virtual environments, avatars and s as well as telerehabilitation. Despite exciting esults, the use of ICT remains limited. Many of the have limited capabilities and performance in actual nditions. Clinically, most ICT proposals have not beyond proof of concept studies. Robotics systems, interactive devices for children with autism, have assess the child's response to robot behaviors; to s that are promoted in the child; to model, teach a skill; and to provide feedback on performance vironments (e.g., therapeutic sessions). Based on nce for both early development and for building robots that have human-like abilities, imitation, and interactive engagement are key issues in the of assistive robotics for autism and should be the er research.