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Innovative technology-based interventions for autism spectrum disorders: A meta-analysis
Abstract
This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre-post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide evidence for the overall effectiveness of technology-based training. The overall mean effect size for posttests of controlled studies of children with autism spectrum disorders who received technology-based interventions was significantly different from zero and approached the medium magnitude, d = 0.47 (confidence interval: 0.08-0.86). The influence of age and IQ was not significant. Differences in training procedures are discussed in the light of the negative correlation that was found between the intervention durations and the studies' effect sizes. The results of this meta-analysis provide support for the continuing development, evaluation, and clinical usage of technology-based intervention for individuals with autism spectrum disorders.
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“In that way, the presented approach is aligned with the recommendations made by Grynszpan et al. (2014) for the design of more accessible interventions.”
From iSenseVR: bringing VR exposure therapy outside the laboratory (2019) · cites this paper as Grynszpan et al. (2014)
In the citing paper
“Games for children with ASD-related symptoms showed comparable moderate effect as found by Grynszpan et al. (85) for technology-based (non-serious gaming) interventions for children with autism spectrum-related symptoms (d = 0.47).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [85]
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“These studies have been reviewed recently in several papers (see Grynszpan et al. 2014; Ramdoss et al. 2012; Wainer and Ingersol 2011).”
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Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder
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“…e-mail: aimee.bord@ucdmc.ucdavis.edu phenomenon and is reflected in the large number of studies that have emerged in recent years (Boser et al. 2014; Grynszpan et al. 2014; Keintz et al. 2013; Knight et al. 2013; Mechling 2011; Pennington 2010; Ploog et al. 2013; Ramdoss et al. 2011a, b, 2012;…”
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“Several reviews and meta-analyses have examined the use of computer technologies and VEs in assessment and treat- ment of the social symptoms of ASD.7–14 Some focused on ability to control the environment,9,11 some included a broad range of technologies (e.g., computer games, robots),14 and others adopted the perspect…”
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“the cost of investment in technologies and the tendency for practice to outpace the evidence base (Grynszpan et al., 2014).”
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“…21 efficacy studies and indicated a positive, medium effect size (Cohen’s d ¼ 0.47, CI [0.08, 0.86]) of the technology-based intervention compared with the control condition, and a large effect size (Cohen’s d ¼ 0.79, CI [0.50, 1.09]) compared with the baseline condition (Grynszpan et al., 2014).”
BackgroundResultInfluentialKarami, B., Koushki, R., Arabgol, F., Rahmani, M., & Vahabie, A. (2021) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2021.665326 · Cited by 174
“To date of this study, there is only one meta-analysis on technology-based intervention such as computer games, interactive DVDs, shared active surfaces, and VR in patients with autism (63).”
Language Acquisition and Language Disorders
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A trial of an iPad ™ intervention targeting social communication skills in children with autism
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Mobile Apps the Educational Solution for Autistic Students in Secondary Education
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“Furthermore, well-designed mobile apps offer consistent and clearly defined tasks and visually cued instructions that can reduce misunderstandings caused by multiple verbal instructions [45] and thus promote independent educational functioning.”
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“Over the last decades, interventions based on the use of technology have risen exponentially as a real possibility of treatment to improve the health and quality of life of individuals with ASD and of their caregivers [8,9].”
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New advances in the diagnosis and treatment of autism spectrum disorders
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“By training algorithms to recognize specific behavioral patterns and physiological signals associated with ASD, these technologies can help physicians and researchers identify potential ASD symptoms earlier [41].”
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Mapping Robots to Therapy and Educational Objectives for Children with Autism Spectrum Disorder
Huijnen, C. A. G. J., Lexis, M. A. S., Jansens, R., & de Witte, L. (2016) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-016-2740-6 · Cited by 129
“…acceptance and efficiency of technology as a support tool for the therapy and education of individuals with ASD and the people who support them on a daily basis (Aresti-Bartolome and Garcia-Zapirain 2014; Boucenna et al. 2014; Goldsmith and LeBlanc 2004; Grynszpan et al. 2014; Lee and Hyun 2015).”
BackgroundResultWeb-Based Intervention Programs for Depression: A Scoping Review and Evaluation
Renton, T., Tang, H., Ennis, N., Cusimano, M. D., Bhalerao, S., Schweizer, T. A., & Topolovec-Vranic, J. (2014) · Journal of Medical Internet Research · doi:10.2196/jmir.3147 · Cited by 116
“…programs are available for eating disorders [17], smoking cessation [18], obesity [19], safe sexual practices [20], autism spectrum disorders [21], substance use disorders [22], physical activity for type 2 diabetics [23], lifestyle behavior improvement [24], cannabis use [25], reducing…”
Workplace accommodations for adults with autism spectrum disorder: a scoping review
Khalifa, G., Sharif, Z., Sultan, M., & Di Rezze, B. (2020) · Disability and Rehabilitation · doi:10.1080/09638288.2018.1527952 · Cited by 128
“Technology has been successfully used with children with ASD to teach them social skills, communication, and adaptive behaviors [46,47].”
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“, we consider that these innovative games should be accessible for parents and educators (25), ideally by making their purchase available online for a reasonable fee.”
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Interactive Technologies for Autism
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Video games from the perspective of adults with autism spectrum disorder
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“A recent rush of systematic reviews indicate that CAL can be effective in teaching a variety of topics (Grynszpan et al. 2013; Ramdoss et al. 2011a, b; Kagohara et al. 2013) including social skills (Ramdoss et al. 2012).”
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“…the problematic behaviours of some autistic participants (for example, Boucenna et al. 2014), or for addressing ‘ core deficits ’ related to diagnostic criteria; for example, social behaviours (for example, Grynszpan et al. 2014) and communication (for example, Boyd, Hart Barnett, and More 2015).”
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“However, designing and evaluating technology for learning or intervention in the context of autism is highly challenging and evidence for its effectiveness, particularly in terms of generalising taught skills, remains in short supply [14, 23].”
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“’s meta-analysis [78] suggested an overall effectiveness of technology-based training.”
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“Another meta-analysis revealed a medium effect size for digital interventions in autistic children but identified a negative correlation between the duration of the interventions and the effect sizes reported in the studies 110 , indicating a low durability transfer in digital interventions.”
Vahabzadeh, A. B. N., Keshav, N. U., Abdus-Sabur, R., Huey, K., Liu, R., & Sahin, N. T. (2018) · Behavioral Sciences · doi:10.3390/bs8100085 · Cited by 110
“A range of innovative technologies has been demonstrated to be an effective intervention in addressing the needs of people with ASD [45], including helping to improve challenging behavior, social communication, and academic performance [46].”
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“…number of technology-assisted interventions target parenting behavior and child well-being, including those aimed at child maltreatment (Edwards-Gaura et al. 2014), child mental health difficulties (Archangeli et al. 2017; Jones et al. 2013), and autism spectrum disorders (Grynszpan et al. 2014).”
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“To the best of our knowledge, no empirical generalized results have been concretely reported yet, although there are studies which demonstrate positive and convincing outcomes in post intervention results (Grynszpan et al. 2014).”
BackgroundResultInfluentialDesigning for young children with autism spectrum disorder: A case study of an iPad app
Fletcher‐Watson, S., Pain, H., Hammond, S., Humphry, A., & McCONACHIE, H. R. (2016) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2016.03.002 · Cited by 97
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“The meta-analyses were categorized systematically into eight intervention subtypes: EIBI (n= 36), NDBI (n= 28), PMI (n= 20), TECH (n= 16), SSG (n= 15), TEACCH (n= 7), DEV (n= 4), and CBT (n= 2).”
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“…for individuals with ASD, its promise has yet to be realized fully (Parsons, 2016) due in part to signi fi cant challenges, such as the need for speci fi c and highly technical skills, high development costs, short technology longevity, and prohibitive hardware costs (Grynszpan et al., 2014).”
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BackgroundTechnology use as a support tool by secondary students with autism
Hedges, S. H., Odom, S. L., Hume, K., & Sam, A. M. (2017) · Autism · doi:10.1177/1362361317717976 · Cited by 84
“When well designed, technology offers consistent and clearly defined tasks and visually cued instructions that can reduce misunderstandings caused by multiple verbal instructions (Grynszpan et al., 2014) and thus promote independent functioning.”
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“The first is that there remains considerable variation in the definitions of TAII and the specific categories used across the literature (cf. Grynszpan et al., 2014; Kagohara et al., 2013; Odom et al., 2015).”
BackgroundResultSmeekens, I., van Dongen‐Boomsma, M., de Korte, M. W. P., den Boer, J. C., Oosterling, I. J., Peters-Scheffer, N. C., Buitelaar, J. K., Barakova, E. I., Lourens, T., Staal, W., et al. (2020) · Scientific Reports · doi:10.1038/s41598-020-65048-3 · Cited by 71
Keshav, N. U., Salisbury, J. P., Vahabzadeh, A. B. N., & Sahin, N. T. (2017) · JMIR mhealth and uhealth · doi:10.2196/mhealth.8534 · Cited by 71
“A wide range of assistive technologies have been developed for autism spectrum disorder (ASD) including smartphone and tablet apps, computer programs, social robots, and virtual reality [3].”
BackgroundSahin, N. T., Keshav, N. U., Salisbury, J. P., & Vahabzadeh, A. B. N. (2018) · Journal of Clinical Medicine · doi:10.3390/jcm7080188 · Cited by 78
“Evidence suggests that a broad range of technology-aided interventions, such as those using computer programs and virtual reality (VR), may be effective for people with ASD [5].”
BackgroundPerseverations of the academy: a survey of wearable technologies applied to autism intervention
Williams, R. M., & Gilbert, J. E. (2020) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2020.102485 · Cited by 74
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Occupational Therapy Practice Guidelines for Children and Youth Ages 5–21 Years
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Electronic Screen Media Use in Youth With Autism Spectrum Disorder
Gwynette, M. F., Sidhu, S. S., & Ceranoglu, T. A. (2018) · Child and Adolescent Psychiatric Clinics of North America · doi:10.1016/j.chc.2017.11.013 · Cited by 68
Socially assistive robots: current status and future prospects for autism interventions
Dickstein-Fischer, L., Crone‐Todd, D. E., Chapman, I. M., Fathima, A. T., & Fischer, G. S. (2018) · Innovation and Entrepreneurship in Health · doi:10.2147/ieh.s138753 · Cited by 64
“39 As pointed out by several researchers, 7,10,15,39 missing from the research in this field of HRI are the generalization of social skills from robot–human interactions, clinical effectiveness in conducting ABA on larger treatment samples, using published scales to assess social deficits and early…”
Digital Interventions for Autism Spectrum Disorder: A Meta-analysis
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“This meta-analysis is largely inspired by Grynszpan et al. (2014), but is not an exact continuation.”
BackgroundMethodInfluentialPilot of the BOOST‐A™: An online transition planning program for adolescents with autism
Hatfield, M., Murray, N., Ciccarelli, M., Falkmer, T., & Falkmer, M. (2017) · Australian Occupational Therapy Journal · doi:10.1111/1440-1630.12410 · Cited by 64
Innovative use of virtual reality in autism spectrum disorder: A case-study
Luca, R. D., Leonardi, S., Portaro, S., Cause, M. L., Domenico, C. D., Colucci, P. V., Pranio, F., Bramanti, P., & Calabrò, R. S. (2019) · Applied Neuropsychology Child · doi:10.1080/21622965.2019.1610964 · Cited by 61
An International Survey of Parental Attitudes to Technology Use by Their Autistic Children at Home
Laurie, M., Warreyn, P., Uriarte, B. V., Boonen, C., & Fletcher‐Watson, S. (2018) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3798-0 · Cited by 62
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Pathological game use in adults with and without Autism Spectrum Disorder
Engelhardt, C. R., Mazurek, M. O., & Hilgard, J. (2017) · PeerJ · doi:10.7717/peerj.3393 · Cited by 62
“Parents, researchers, and practitioners are interested in the potential of games for improving social and behavioral functioning in children with ASD (Durkin et al., 2015; Ferguson et al., 2012; Grynszpan et al., 2014; Moore & Taylor, 2000).”
Feasibility Testing of a Wearable Behavioral Aid for Social Learning in Children with Autism
Daniels, J., Haber, N., Voss, C., Schwartz, J. N., Tamura, S., Fazel, A., Kline, A., Washington, P. Y., Phillips, J. M., Winograd, T. A., et al. (2018) · Applied Clinical Informatics · doi:10.1055/s-0038-1626727 · Cited by 60
Zervogianni, V., Fletcher‐Watson, S., Herrera, G., Goodwin, M. S., Pérez-Fuster, P., Brosnan, M., & Grynszpan, O. (2020) · Autism · doi:10.1177/1362361319898331 · Cited by 59
“Grynszpan et al. (2014) conducted a meta-analysis of digital technology supports for autism and identified only 22 out of 379 (6”
BackgroundMethodLi, G., Zarei, M. A., Alibakhshi, G., & Labbafi, A. (2024) · BMC Psychology · doi:10.1186/s40359-024-01664-2 · Cited by 78
The quest to apply VR technology to rehabilitation: tribulations and treasures
Keshner, E. A., & Fung, J. (2017) · Journal of Vestibular Research · doi:10.3233/ves-170610 · Cited by 57
“VR technology has rapidly become a popular approach to physical and psychological interventions that require an individual to actively participate in their environment [1, 7, 23].”
Support for adults with autism spectrum disorder without intellectual impairment: Systematic review
Lorenc, T., Rodgers, M., Marshall, D. C., Melton, H., Rees, R. W., Wright, K. E., & Sowden, A. J. (2017) · Autism · doi:10.1177/1362361317698939 · Cited by 60
Design of a Physiology-Sensitive VR-Based Social Communication Platform for Children With Autism
Kuriakose, S., & Lahiri, U. (2016) · IEEE Transactions on Neural Systems and Rehabilitation Engineering · doi:10.1109/tnsre.2016.2613879 · Cited by 56
Wallace, S., Parsons, S., & Bailey, A. J. (2016) · Journal of Intellectual & Developmental Disability · doi:10.3109/13668250.2016.1234032 · Cited by 56
“Such research has revealed the influence of various features on feelings of presence and responding in VR, including individual characteristics of users without ASD, such as personality (e.g., Hammick & Lee, 2014) and spatial ability (Waller, 2000), and the different features of the technology, such as how anthropomor…”
BackgroundInfluentialLeifler, E., Carpelan, G., Zakrevska, A., Bölte, S., & Jonsson, U. (2020) · Scandinavian Journal of Occupational Therapy · doi:10.1080/11038128.2020.1832145 · Cited by 76
Kirst, S., Diehm, R., Bögl, K., Wilde-Etzold, S., Bach, C., Noterdaeme, M. A., Poustka, L., Ziegler, M. D., & Dziobek, I. (2022) · Behaviour Research and Therapy · doi:10.1016/j.brat.2022.104068 · Cited by 59
Outcomes for design and learning when teenagers with autism codesign a serious game: A pilot study
Bossavit, B., & Parsons, S. (2018) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12242 · Cited by 62
“Consequently, research for children with ASD has focused on evaluating different ways in which learning support can be provided effectively, with interactive technologies playing a potentially important role (Grynszpan et al., 2014).”
BackgroundHuijnen, C. A. G. J., Lexis, M. A. S., Jansens, R., & de Witte, L. (2018) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3683-x · Cited by 55
Mahapatra, S., Khokhlovich, E., Martinez, S. N., Kannel, B., Edelson, S. M., & Vyshedskiy, A. (2018) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3699-2 · Cited by 53
Interactive Technologies Designed for Children with Autism
Putnam, C., Hanschke, C., Todd, J., Gemmell, J. F., & Kollia, M. (2019) · ACM Transactions on Accessible Computing · doi:10.1145/3342285 · Cited by 53
Use of Technology to Support Self-Management in Individuals with Autism: Systematic Review
Chia, G. L. C., Anderson, A., & McLean, L. A. (2018) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-018-0129-5 · Cited by 53
“Furthermore, there are no social demands when using technological devices, which is advantageous for individuals with ASD who often experience difficulties in social situations (Grynszpan et al. 2014).”
BackgroundGrossard, C., Palestra, G., Xavier, J., Chétouani, M., Grynszpan, O., & Cohen, D. (2018) · Current Opinion in Psychiatry · doi:10.1097/yco.0000000000000455 · Cited by 57
Fage, C., Consel, C., Balland, E., Etchegoyhen, K., Amestoy, A., Bouvard, M. P., & Sauzeon, H. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02020 · Cited by 68
“Despite a growing number of applications for children with ASD, there is little evidence of their efficacy in terms of compensatory or therapeutic effects in everyday functioning as well as cognitive functioning of children using such apps (Ramdoss et al., 2011; Ploog et al., 2013; Grynszpan et al., 2014).”
BackgroundDesigning a Serious Game for Youth with ASD: Perspectives from End-Users and Professionals
Tang, J. S. Y., Falkmer, M., Chen, N. T. M., Bölte, S., & Girdler, S. J. (2018) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3801-9 · Cited by 54
Using Tablet Applications for Children With Autism to Increase Their Cognitive and Social Skills
Esposito, M., Sloan, J., Tancredi, A., Gerardi, G., Postiglione, P., Fotia, F., Napoli, E., Mazzone, L., Valeri, G., & Vicari, S. (2017) · Journal of Special Education Technology · doi:10.1177/0162643417719751 · Cited by 52
“Research studies on the effectiveness of traditional technology and handheld electronic devices on the skills of children with diverse neuropsychiatric disorders have increased over the last decades, showing advantages in their use (Grynszpan et al., 2014; Odom et al., 2015; Stephenson & Limbrick, 2015; Wass & Poraysk…”
BackgroundFarashi, S., Bashirian, S., Jenabi, E., & Razjouyan, K. (2022) · International Journal of Developmental Disabilities · doi:10.1080/20473869.2022.2063656 · Cited by 56
“(2014) investigated the effectiveness of innovative technologies including VR, computer programs and robotic on ASD individuals (Grynszpan et al .”
BackgroundInfluentialEffects of ABRACADABRA literacy instruction on children with autism spectrum disorder.
Bailey, B., Arciuli, J., & Stancliffe, R. J. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000138 · Cited by 58
iPads/tablets and students with autism: A meta-analysis of academic effects
Aspiranti, K. B., Larwin, K. H., & Schade, B. P. (2018) · Assistive Technology · doi:10.1080/10400435.2018.1463575 · Cited by 51
“Although previous analyses have resulted in mixed findings for the use of iPads (Grynszpan et al., 2014; Kagohara et al., 2013; Knight et al., 2013), the current meta-analysis provides ample evidence of the benefits of using iPads for supplemental academic instruction.”
ResultAguiar, Y. P. C., Galy, É., Godde, A., Trémaud, M., & Tardif, C. (2020) · Behaviour and Information Technology · doi:10.1080/0144929x.2020.1856927 · Cited by 50
Sahin, N. T., Abdus-Sabur, R., Keshav, N. U., Liu, R., Salisbury, J. P., & Vahabzadeh, A. B. N. (2018) · Frontiers in Education · doi:10.3389/feduc.2018.00057 · Cited by 56
“A range of assistive technologies have proven to be effective interventions in ASD (Bauminger-Zviely et al., 2013; Grynszpan et al., 2014), and assistive technology provides one of the most common teacher-led strategies for helping students with ASD in both general and special education classrooms (Hess et al.”
BackgroundVirtual Reality for Pain Management in Cancer: A Comprehensive Review
Pittara, M., Matsangidou, M., Stylianides, K., Petkov, N., & Pattichis, C. S. (2020) · IEEE Access · doi:10.1109/access.2020.3044233 · Cited by 51
“VOLUME XX, 2017 2 training interventions and VR-assisted therapies, eating disorders, autism, and smoking addiction [12], [13], [14], [15], [16], [17].”
Kumazaki, H., Warren, Z. E., Swanson, A. R., Yoshikawa, Y., Matsumoto, Y., Yoshimura, Y., Shimaya, J., Ishiguro, H., Sarkar, N., Wade, J. W., et al. (2018) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3841-1 · Cited by 48
Jouen, A.-L., Narzisi, A., Xavier, J., Tilmont, E., Bodeau, N., Bono, V., Ketem-Premel, N., Anzalone, S. M., Maharatna, K., Chétouani, M., et al. (2017) · Child and Adolescent Psychiatry and Mental Health · doi:10.1186/s13034-017-0154-7 · Cited by 55
“Since computer based approaches may be effective in improving learning cognitive and social skills in children with ASD [13] and that ESDM received good evidence of its efficacy in young individuals with ASD [1], we settled a multidisciplinary group in the context of the MICHEL-ANGELO European…”
BackgroundMethodKeshav, N. U., Vahabzadeh, A. B. N., Abdus-Sabur, R., Huey, K., Salisbury, J. P., Liu, R., & Sahin, N. T. (2018) · Education Sciences · doi:10.3390/educsci8030107 · Cited by 62
“While assistive technologies are particularly useful in delivering social skills interventions [13,14], many barriers exist to their use [15,16].”
BackgroundProblematic interactive media use in teens: comorbidities, assessment, and treatment
Pluhar, E., Kavanaugh, J. R., Levinson, J. A., & Rich, M. (2019) · Psychology Research and Behavior Management · doi:10.2147/prbm.s208968 · Cited by 47
Assistive Technology for Cognition to Support Executive Functions in Autism: a Scoping Review
Desideri, L., Santantonio, A. D., Varrucciu, N., Bonsi, I. I., & Sarro, R. D. (2020) · Advances in Neurodevelopmental Disorders · doi:10.1007/s41252-020-00163-w · Cited by 53
Schmidt, M., Newbutt, N., Schmidt, C., & Glaser, N. J. (2021) · Frontiers in Virtual Reality · doi:10.3389/frvir.2021.611740 · Cited by 36
Tang, J. S. Y., Chen, N. T. M., Falkmer, M., Bӧlte, S., & Girdler, S. (2019) · Research in Autism Spectrum Disorders · doi:10.1016/j.rasd.2019.101412 · Cited by 49
Metadata
- Authors
- Grynszpan, O., Weiss, P. L. (., Perez-Diaz, F., & Gal, E.
- Affiliations
- Centre National de la Recherche Scientifique (FR)
- University of Haifa (IL)
- CNRS USR 3246, France
- Venue
- Autism
- Publisher
- SAGE Publications
- Published
- 2013-10-03
- Volume
- 18
- Issue
- 4
- Pages
- 346-361
- ISSN
- 1362-3613 (ISSN-L)
- 1461-7005
- OpenAlex
- W2165069154
- Cited by
- 621
- References
- 98
- Citations by year
- 2026: 112 · 2025: 37 · 2024: 44 · 2023: 65 · 2022: 41 · 2021: 61 · 2020: 61 · 2019: 49 · 2018: 54 · 2017: 43 · 2016: 26 · 2015: 16 · 2014: 8 · 2013: 4
- FWCI
- 1.54
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Autism (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
- Keywords
- autism spectrum disorder, technology-based interventions, computer-based training, virtual reality, interactive DVD, children, intervention effectiveness, intervention duration
- MeSH terms
- Child, Child Development Disorders, Pervasive, Female, Humans, Male, Patient Education as Topic, Robotics, Technology, Therapy, Computer-Assisted, Therapies, Investigational, Virtual Reality Exposure Therapy
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