Abstract
Mobile apps represent a resource with great potential for encouraging the development of many skills, given the high number of apps available and the quick access to them. Many professionals and families include these resources in the education and therapy of children with autism. For a group with such particular needs, a review of the apps is great importance, since, due to their characteristics, the apps must provide content, design and pedagogical aspects that fit those needs. Through a previously validated system of indicators, 155 free apps on Google Play were evaluated, using “autism” in English and in Spanish. We determined which work area each app developed, as well as which were the most multifaceted. Having evaluated the recorded data, we calculated frequencies, percentages and reliability, as well as parametric contrast and correlation statistics. We found that the focus of most apps was on executive functions, language and entertainment, with a minority devoted to the emotional sphere or time management. However, 98.06% of the apps worked on several areas, which makes them more functional but with the downside of not being specialized. Most apps were placed in the “recommendable” level but with margin for improvement in increasing their functionality.
Highlights
Autistic Spectrum Disorder (ASD) is characterized by the presence of impair‐ ments and difficulties in areas connected to communication and social interaction, along with restrictive patterns with respect to diversity of behaviours and inter‐ ests (APA, 2014)
Autism is a part of ASD, according to the APA manual
Wing (1998) defines it as a set of symptoms associated with three dimensions: impairments and delay in language and communication, both verbal and non-verbal; impairments in the social sphere, in interpersonal reciprocity; and impairments in behaviour and thinking
Summary
Autistic Spectrum Disorder (ASD) is characterized by the presence of impair‐ ments and difficulties in areas connected to communication and social interaction, along with restrictive patterns with respect to diversity of behaviours and inter‐ ests (APA, 2014). Fortea et al (2013) show that it could affect 60–70 of every 10.000 people; APA (2014) and March et al (2018) state that it could comprise 1% of the population; Anzaldo and Cruz Ruiz (2019) assert that it affects one out of every 160 children in the world; and Málaga et al (2019) show that in countries such as the United States it comprises one of every 59 children, and in Portugal, one of every 806 Even with this lack of agreement, the prevalence is notable. It is vital for professionals and specialists who participate in their education and/or psychopedagogical interventions to have the requisite training and means, including digital techonologies and material specifi‐ cally designed for this group
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
