Abstract
In recent years there have been an exponential number of technological proposals designed for students with autism spectrum disorder (ASD) of which there is not always enough evidence to support their effectiveness. This can make it difficult for teachers and students to benefit from technology support that is more effective and tailored to the needs of these students. The aim of this review was to analyze and synthesize scientific evidence on the effectiveness of technological resources in improving the nonverbal communication skills of students with ASD. To this end, a systematic review of the scientific publications indexed in some of the most relevant databases was carried out following the criteria established in the PRISMA declaration. In total, the methodological quality of 43 articles that met the pre-established inclusion criteria was analyzed. A clear trend was found to encourage student inclusion through mobile technologies and low-cost, high-availability platforms that allow personalized real-time and remote interventions in natural contexts such as classrooms. However, future research should consider measuring the effectiveness of these technologies through more robust studies in terms of methodology.
Author Information
María Isabel Gómez-León, Universidad Internacional de La Rioja, Spain
Paper Information
Conference: PCE2023
Stream: Design
This paper is part of the PCE2023 Conference Proceedings (View)
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To cite this article:
Gómez-León M. (2023) Support Technology for Nonverbal Communication of Students With Autism Spectrum Disorder –Systematic Review ISSN: 2758-0962 The Paris Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2758-0962.2023.29
To link to this article: https://doi.org/10.22492/issn.2758-0962.2023.29
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