Abstract
This report presents a systematic literature review of scholarly articles exploring the usefulness of assistive technology (AT) for children diagnosed with autism spectrum disorder (ASD). The paper explains the essence of both AT and ASD, discussing the features of the former and the challenges posed by the latter, and draws a connection between the two. The authors describe traditional approaches to treating ASD, including educational and behavioral interventions, and illustrate the benefits of AT.
A large portion of the report is devoted to presenting findings from academic examinations published from 2015 to 2023 regarding AT and its effects on different characteristics of minors with ASD. Finally, the report offers suggestions for implications and future research directions. The review concludes that AT is promising for assisting children with ASD.
Background
ASD is a challenging condition that influences many areas of life. In particular, people diagnosed with ASD are likely to experience communication difficulties, have trouble engaging in social interactions, and exhibit behavior disruptions. Among individuals affected by ASD are children, with the disorder requiring minors to have ongoing support.
While there are several ways to help youths with ASD, AT is among the more innovative recent approaches. AT refers to robotics and interactive technologies, virtual and augmented reality, and games. These technologies can be tailored to a particular person’s needs and enable them to function correctly. AT can aid children with ASD by addressing competencies and skills that they struggle with due to their condition.
Objectives
This research aims to find out the possible effects of AT on the experiences of minors who have been diagnosed with ASD. Distinct experts have already conducted several investigations into the use of AT. However, it is important to examine different reports to determine whether prior examinations align on the overall usefulness of AT. Therefore, this paper aims to organize discoveries regarding AT’s impacts on ASD.
Methods
The authors conducted this systematic review by identifying 31 studies from approximately 100 analyses across different literature databases, including Google Scholar, Scopus, and Web of Science, from the start of time until November 2023. The search was conducted using keywords and assessing papers against inclusion and exclusion criteria. For example, “assistive technology,” “autism,” and “robot” were searched for, and studies were selected if they, for instance, involved experiments or evaluations on participants. Overall, the literature review was accomplished by identifying academic publications investigating the utilization of AT for ASD-diagnosed children.
Results
Upon closely examining the 31 pieces of research, it was determined that AT is promising for assisting minors who have ASD. For instance, several studies suggest that AT can improve joint attention and turn-taking. Nonetheless, some deficiencies, not necessarily in AT itself but in the reports, have also been detected. In particular, there appears to be a lack of contemporary investigations into the matter, and concern about whether the positive effects will persist over the long term. In general, the results demonstrate that AT is advantageous, but further comprehensive studies are needed.
Conclusion
AT can enhance the quality of life for people who struggle with behavioral issues, communication, and social interactions. Children face such challenges with ASD, and the present literature review suggests that AT can be beneficial for such individuals. Although experts should conduct further studies on the topic, AT should be utilized more to improve the functioning of minors diagnosed with ASD.