ABSTRACT This study conducted a critical review to analyse qualitative studies related to the research, design, and implementation of digital assistive technologies for ASD, by evaluating their features in relation to conducting a co-design study for learners with ASD. This study identified 23 approaches used to study, design, configure, or develop digital assistive technologies for learners with ASD with studies focusing mostly on children, preschool, and adolescents. Qualitative approaches for co-design enabled collaboration from a wider community and the use of a multi-disciplinary approach; active involvement of learners with a user-centred approach; and the use of iterative or incremental design and development. Limitations and challenges revolved around restricted engagement to high-functioning learners; limited generalisability; implementation barriers in the real-world setting; lack of long-term evaluation or plan to assess effectiveness; and various implementation barriers. To engage people with moderate to severe ASD in co-design, researchers should scaffold their end-to-end design process using participatory design frameworks; embed various qualitative approaches within an iterative design, development, and testing process; and leverage tools that would enable structured customisation and personalisation of approach for participants.
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