Serious games as instruments for the social habilitation of children with Autism Spectrum Disorder: a narrative review

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition related to some persistent challenges with communication and social interaction, repetitive and circumscribed behavior patterns, and interests. Some studies in the scope of neuropsychological habilitation towards individuals with ASD have integrated technology-based approaches for evaluating the impairments that characterize the clinical condition and for the intervention to develop skills and improve the quality of life of this population. The current study aimed to investigate the scientific literature on emerging programs of technology-based interventions, specifically serious games, to foster social skills-building in children with ASD. In conclusion, some studies suggested game-based intervention as a promising feature of social habilitation designed for this population, although outcomes are still preliminary. Some studies also indicate the use of virtual environments as an effective resource for delivering social skills interventions and providing opportunities for individuals with ASD to learn and train skills in a controlled and replicable setting.