Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: A systematic review

Abstract

Overall, this review suggests that the use of CBI to improve the social and emotional skills of individuals with ASD is a promising practice. A comparison of CBI plus tutoring and face-to-face social skills training suggests that CBI can be as effective as face-to-face instruction. Practitioners should carefully consider the preferences and existing abilities of individuals with ASD and the customizability of the software when deciding to use CBI and selecting a software program.

Pivotal Response Treatment for Children with Autism Spectrum Disorders: A Systematic Review

“…The certainty of evidence for each study was rated as either "suggestive", "preponderant" or "conclusive", using the classification system as described by Lang et al (2012), Palmen et al (2012), Ramdoss et al (2011) and Ramdoss et al (2012). The lowest level of certainty was suggestive evidence.…”

The Impact of a Computer-Based Activity Program on the Social Functioning of Children with Autistic Spectrum Disorder

“…In their more recent review of published literature, Ramdoss and colleagues [15] found that studies still tended to be small in scale and very variable in quality. They examined 11 studies, in 8 of which the subjects were children, but only 4 of these had more than 8 subjects, and only one had controls which were children with ASD.…”

“…This type of intervention can be particularly useful for children with ASD because they do not cope well with new or unpredictable social environments, struggle with regulating sensory input, and find it very difficult to regulate attention effectively [13]. However they often have relatively strong visual processing skills [14], and find the computer's context-free environment very acceptable [15]. In addition, computer based activities tend to lessen resistance to academic demands, increase task engagement and reduce the incidence of challenging behaviour [15,16].…”

“…However they often have relatively strong visual processing skills [14], and find the computer's context-free environment very acceptable [15]. In addition, computer based activities tend to lessen resistance to academic demands, increase task engagement and reduce the incidence of challenging behaviour [15,16].…”

Parent-delivered touchscreen intervention for children with fragile X syndrome

“…Technology provides an invaluable support for enhancing adaptive skills and learning for individuals with neurodevelopmental disabilities (1). Digital technology can improve communication, support social interaction, enhance learning tasks and personal independence and increase leisure time in daily life (2).…”