[article] 
inResearch in Autism > 125 (July 2025) . - p.202625

Titre :	Digital interventions for enhancing communication and collaboration in children with autism spectrum disorder: An integrative review
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Moomin Ahmad RATHER, Auteur
Article en page(s) :	p.202625
Langues :	Anglais (eng)
Mots-clés :	Autism Spectrum Disorder  Digital interventions  Communication  Collaboration Mobile apps  Virtual reality  Robot-assisted therapy
Index. décimale :	PER Périodiques
Résumé :	Background Children with Autism Spectrum Disorder (ASD) often experience significant challenges in communication and collaboration. Traditional interventions, though beneficial, may require substantial resources and may not always accommodate the diverse sensory and cognitive needs of children with ASD. Digital interventions, including mobile applications, virtual reality (VR), and robot-assisted therapy, provide flexible and engaging alternatives by utilizing structured, interactive, and visually enriched environments tailored to the strengths of children with ASD. Method This integrative review, conducted following PRISMA guidelines, analyzed studies published between 2011 and 2022 to explore how various digital interventions support communication and collaboration skills in children with ASD. Eleven studies that met the inclusion criteria were selected from databases such as Google Scholar, ERIC, and PsycINFO. A qualitative synthesis of findings was performed, considering study methodologies, target skills, and reported outcomes. Results Findings suggest that mobile applications, particularly those incorporating speech-generating devices, facilitate verbal communication in younger children. Robot-assisted therapy has shown potential in enhancing nonverbal communication, such as eye contact and gestures, while VR and game-based learning promote collaborative behaviors like turn-taking and joint problem-solving. Although some studies reported effect sizes (e.g., Cohen?s d = 0.32 [0.12-0.51]), the heterogeneity in study designs and intervention types limits direct comparisons. Instead, trends across studies indicate promising advancements in digital support for social and communication development in children with ASD. Conclusion Digital interventions offer valuable opportunities for enhancing social and communication skills in children with ASD. While these tools complement traditional therapeutic approaches, variability in intervention designs and sample sizes suggests the need for further research to refine their implementation in educational and clinical settings.
En ligne :	https://doi.org/10.1016/j.reia.2025.202625
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=559

[article] Digital interventions for enhancing communication and collaboration in children with autism spectrum disorder: An integrative review [Texte imprimé et/ou numérique] / Moomin Ahmad RATHER, Auteur . - p.202625.
Langues : Anglais (eng)
in Research in Autism > 125 (July 2025) . - p.202625

Mots-clés :	Autism Spectrum Disorder  Digital interventions  Communication  Collaboration Mobile apps  Virtual reality  Robot-assisted therapy
Index. décimale :	PER Périodiques
Résumé :	Background Children with Autism Spectrum Disorder (ASD) often experience significant challenges in communication and collaboration. Traditional interventions, though beneficial, may require substantial resources and may not always accommodate the diverse sensory and cognitive needs of children with ASD. Digital interventions, including mobile applications, virtual reality (VR), and robot-assisted therapy, provide flexible and engaging alternatives by utilizing structured, interactive, and visually enriched environments tailored to the strengths of children with ASD. Method This integrative review, conducted following PRISMA guidelines, analyzed studies published between 2011 and 2022 to explore how various digital interventions support communication and collaboration skills in children with ASD. Eleven studies that met the inclusion criteria were selected from databases such as Google Scholar, ERIC, and PsycINFO. A qualitative synthesis of findings was performed, considering study methodologies, target skills, and reported outcomes. Results Findings suggest that mobile applications, particularly those incorporating speech-generating devices, facilitate verbal communication in younger children. Robot-assisted therapy has shown potential in enhancing nonverbal communication, such as eye contact and gestures, while VR and game-based learning promote collaborative behaviors like turn-taking and joint problem-solving. Although some studies reported effect sizes (e.g., Cohen?s d = 0.32 [0.12-0.51]), the heterogeneity in study designs and intervention types limits direct comparisons. Instead, trends across studies indicate promising advancements in digital support for social and communication development in children with ASD. Conclusion Digital interventions offer valuable opportunities for enhancing social and communication skills in children with ASD. While these tools complement traditional therapeutic approaches, variability in intervention designs and sample sizes suggests the need for further research to refine their implementation in educational and clinical settings.
En ligne :	https://doi.org/10.1016/j.reia.2025.202625
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=559