The DOI matches its Crossref record; 98 of the 98 references it cites were found in a registry or an index.
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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Accessible Design for Learning
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0010
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.002.0006
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Eragamreddy, N. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-7724-7.ch006
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“This situation has given rise to technology-based interventions in recent decades (e.g., Grynszpan et al., 2014).”
Hossain, M. B., Kurdi, A., & Tayan, O. (2026) · IEEE Access · doi:10.1109/access.2026.3734670
“…gains in social and emotional skills [26], [27], [28], [29], [30], and pooled evidence—an early meta-analysis of technology-based intervention [31] and a recent meta-analysis of six randomized controlled trials of immersive-VR training [32]—suggests potential benefit while emphasizing that…”
Kim, W., Lim, C. S., Seong, M., & Kim, S. (2026) · JMIR Serious Games · doi:10.2196/86264
“This finding aligns with a body of research suggesting that the clear rules and shared goals inherent in digital SGs can provide a crucial scaffold for children with ASD, simplifying the complex social demands of unstructured play [59,79].”
Paper as a Spatial Interaction Medium: Design Principles for Autism Education
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Rosales, R., Hurtado-Sánchez, C., Fregoso, J. A. M., Millán, N. D. C. O., Flores-Parra, J. M., & Sánchez, C. A. F. (2025) · IEEE Baja California Conference (BCC) · doi:10.1109/bcc63751.2025.11725798
“Some technologies have a positive impact on multiple dimensions of development in children with ASD, specifically in emotional expression, visuospatial skills, language, and joint attention [20].”
Mobile Apps for Teaching Preschool Children with Autism: Evaluation and Quality
López, M. J. C. (2026) · Prisma social · doi:10.65598/rps.6258
“…use of adapted digital technologies — including educational mobile apps — can enhance the motivation and engagement of children with ASD by offering personalized, visually appealing learning environments that can be adjusted to different learning paces (Lian & Sunar, 2021; Grynszpan et al., 2014).”
Hayden‐Evans, M., Inkster, T., Fimmano, I., Smith, Z., Leamon, J., Girdler, S. J., & Milbourn, B. T. (2026) · Australian Occupational Therapy Journal · doi:10.1111/1440-1630.70132
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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