Scientific Articles

Lian, X. y Sunar, MS (2021).  Tecnologías móviles de realidad aumentada para intervenciones en el trastorno del espectro autista: Una revisión sistemática de la literatura. Ciencias Aplicadas, 11 (10), 4550.   https://doi.org/10.3390/app11104550 

Lozano, JA, Alcaraz, S., Alcaraz, JJ y Llorens, F. (2011). Diseño de un software para la enseñanza de emociones a alumnos con trastorno del espectro autista. Comunicar, 36 , 129–136. https://doi.org/10.3916/C36-2011-03-05 

Scarcella, I., Marino, F., Failla, C., Doria, G., Chilà, P., Minutoli, R., Vetrano, N., Vagni, D., Pignolo, L., Di Cara, M., Settimo, C., Quartarone, A., Cerasa, A. y Pioggia, G. (2023). Intervenciones basadas en tecnologías de la información y la comunicación para niños con trastornos del espectro autista: una revisión sistemática de ensayos controlados aleatorios desde una perspectiva tecnológica positiva . Fronteras en psiquiatría, 14 , 1212522.  https://doi.org/10.3389/fpsyt.2023.1212522 

Explanation of the Post

Digital technologies autism are valuable tools for teaching emotional and social skills to students with autism spectrum disorder. Digital technologies autism support students in understanding and expressing their emotions better through visual and interactive resources adapted to their way of processing information (Lozano et al., 2011). These tools are increasingly integrated into educational settings to promote inclusion and equal learning opportunities for students with ASD.

Software to support emotional understanding

Firstly, Lozano et al. (2011) show that well-designed software improves emotional understanding in students with ASD. This type of technology makes it easier for them to recognise emotions in themselves and others, which is essential for daily social interactions. Using digital technologies autism in the classroom also allows teachers to create activities that strengthen these skills effectively. Moreover, this helps build confidence and improves their participation in group tasks and discussions.

Mobile augmented reality for socio-emotional learning

Additionally, Lian and Sunar (2021) state that mobile technologies with augmented reality have high potential for teaching complex socio-emotional skills, as they combine virtual and real elements, keeping students engaged. Therefore, they highlight the need to create apps that are attractive, child-centered, and scientifically validated. This ensures that students not only learn these skills but apply them in their real lives with confidence. Teachers and therapists can use these apps to personalise learning experiences based on each student’s needs.

ICT interventions to empower students with ASD

Finally, Scarcella et al. (2023) confirm that ICT interventions improve social skills in children with ASD, reduce barriers, and empower them. These tools are clinically recommended to support their social and emotional development. Moreover, using digital technologies autism promotes inclusion by allowing students to participate actively in learning activities alongside their peers. Teachers can integrate these tools into daily lessons to encourage emotional expression, social interaction, and confidence. Families can also use them at home to reinforce what children learn at school, creating continuity and security in their learning process.

For more information on autism, visit https://www.autismspeaks.org/

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