How much does parental involvement matter when autism spectrum disorder (ASD) children use artificial intelligence (AI) in the learning process?

Abstract

This study's objective was to demonstrate the connection(s) between parental participation in employing artificial intelligence (AI) for children with autism spectrum disorder (ASD). Statistics indicate that the number of ASD children is increasing compared to previous years and this issue has become the focal point for numerous studies into the best teaching and developmental strategies for ASD children. The development of AI technology which is becoming more prevalent nowadays is seen as one of the latest methods in helping the development and learning process of ASD children. The method taken in this study is a review of the literature that examines the role of parents in the education of children with ASD through several AI technology focuses such as language technology, games playing, robotics and also virtual reality. The article will also use EPSTEIN as a reference model to discuss the involvement of parents in the learning process and development of ASD children through the use of AI. The objective of this model is to broaden the scope of the school curriculum by including parental contributions. It also presents a significant chance for schools to enhance their current curricula by involving parents in the educational process.The results of previous studies show that parents' involvement in using AI technology for ASD children is very positive and has a great influence on their children's development. Based on this previous study, it can be concluded that the social, emotional and behavioral development of ASD children is greatly influenced by the involvement of their parents. Additionally, it is anticipated that AI technology would be used as a teaching tool to raise student achievement, self-esteem, and behavior.