Abstract
The purpose of this systematic review was to present, through a critical approach, interpretation and evaluation, the current assistive technology research directions, and the range, capabilities and efficiency of mobile devices and their respective software applications and the virtual reality and augmented reality environments used for people with autism. The aim was to identify the assistive technology practices applied for the development of communication, social and vocational-employment skills for people with autism, and to evaluate their acceptability and effectiveness. Search in electronic databases resulted in a final selection of 63 studies that met the inclusion criteria of the review, covering a total of 406 participants with autism. Analysis of the data from the studies provided largely positive results.
Highlights
The rapid advancement of technology has revolutionized the field of special education, as ever more sophisticated, specialized devices and software applications are emerging that make use of a wide range of new technologies
A number of mobile devices and software technology applications are commercially available for training programs in communication development, social and professional skills, many of them are not supported by empirical research and not empirically well- documented, such as the design of augmentative and alternative communication applications for mobile devices with the immediate result of reducing the expected benefits due to the unsuitability of the applications, insufficient technical characteristics, the lack of educational support (McNaughton & Light, 2013), or the breadth of options can be confusing for parents
The results indicated that augmented reality (AuR) apps had a large effect across the studies, mainly in promoting academic skills and positive social behaviors, especially for individuals with autism spectrum disorder (ASD)
Summary
The rapid advancement of technology has revolutionized the field of special education, as ever more sophisticated, specialized devices and software applications are emerging that make use of a wide range of new technologies. A number of mobile devices and software technology applications are commercially available for training programs in communication development, social and professional skills, many of them are not supported by empirical research and not empirically well- documented, such as the design of augmentative and alternative communication applications for mobile devices with the immediate result of reducing the expected benefits due to the unsuitability of the applications, insufficient technical characteristics, the lack of educational support (McNaughton & Light, 2013), or the breadth of options can be confusing for parents. It is important to identify their potential benefits in meeting the needs and compensating for deficits of individuals with ASD, and to investigate possible problems in their use
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