Desarrollo de la comprensión emocional. ¿Qué tipo de tecnología para qué alumno con trastorno del espectro autista? Revisión sistemática
Resumen La falta de información sobre el uso de la tecnología en niños con trastorno del espectro autista (TEA) de diferentes perfiles puede dificultar que docentes y alumnos se estén beneficiando del apoyo tecnológico más eficaz y ajustado a sus necesidades. El objetivo de esta revisión fue analizar y sintetizar la evidencia científica sobre la eficacia de los recursos tecnológicos en la mejora de la comprensión emocional de estudiantes con TEA con perfiles de alto y bajo funcionamiento. Para ello se realizó una revisión sistemática de las publicaciones científicas indexadas en algunas de las bases de datos de mayor relevancia siguiendo los criterios establecidos en la declaración PRISMA. En total se analizaron 38 artículos que cumplieron con los criterios de inclusión preestablecidos. Los resultados muestran la importancia de diseñar sistemas versátiles que puedan personalizarse y adaptarse en tiempo real y en contextos naturales con un enfoque claramente inclusivo. Pero también sugieren que la tecnología puede no ser una herramienta de intervención complementaria adecuada para todos los niños con TEA. Lo que subraya la necesidad de ensayos adicionales bien controlados sobre las características que permitan identificar qué estudiantes podrían o no beneficiarse de diferentes modalidades de tecnología.
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Astle, D. E., Holmes, J., Kievit, R. y Gathercole, S. E. (2022). Annual research review: the transdiagnostic revolution in neurodevelopmental disorders. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 63(4), 397-417. https://doi.org/10.1111/jcpp.13481
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Bekele, E., Crittendon, J., Zheng, Z., Swanson, A., Weitlauf, A., Warren, Z. y Sarkar, N. (2014). Assessing the utility of a virtual environment for enhancing facial affect recognition in adolescents with autism. Journal of autism and developmental disorders, 44(7), 1641–1650. https://doi.org/10.1007/s10803-014-2035-8
Berggren, S., Fletcher-Watson, S., Milenkovic, N., Marschik, P. B., Bölte, S. y Jonsson, U. (2018). Emotion recognition training in autism spectrum disorder: a systematic review of challenges related to generalizability. Developmental Neurorehabilitation, 21(3), 141-154. https://doi.org/10.1080/17518423.2017.1305004
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Cross, L., Farha, M. y Atherton, G. (2019). The Animal in Me: Enhancing Emotion Recognition in Adolescents with Autism Using Animal Filters. Journal of autism and developmental disorders, 49(11), 4482–4487. https://doi.org/10.1007/s10803-019-04179-7
De Giambattista, C., Ventura, P., Trerotoli, P., Margari, M., Palumbi, R. y Margari, L. (2019). Subtyping the Autism Spectrum Disorder: comparison of children with high functioning autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 49(1), 138-150. https://doi.org/10.1007/s10803-018-3689-4
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Gev, T., Rosenan, R. y Golan, O. (2017). Unique effects of the transporters animated series and of parental support on emotion recognition skills of children with ASD: results of a randomized controlled trial. Autism Research: Official Journal of the International Society for Autism Research, 10(5), 993-1003. https://doi.org/10.1002/aur.1717
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Grynszpan, O., Bouteiller, J., Grynszpan, S., Martin, J. C. y Nadel, J. (2022). Social gaze training for Autism Spectrum Disorder using eye-tracking and virtual humans. Interaction Studies, 23(1), 89-115. https://doi.org/10.1075/is.21022.gry
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Astle, D. E., Holmes, J., Kievit, R. y Gathercole, S. E. (2022). Annual research review: the transdiagnostic revolution in neurodevelopmental disorders. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 63(4), 397-417. https://doi.org/10.1111/jcpp.13481
Atherton, G. y Cross, L. (2022). Reading the mind in cartoon eyes: comparing human versus cartoon emotion recognition in those with high and low levels of autistic traits. Psychological Reports, 125(3), 1380-1396. https://doi.org/10.1177/0033294120988135
Bekele, E., Crittendon, J., Zheng, Z., Swanson, A., Weitlauf, A., Warren, Z. y Sarkar, N. (2014). Assessing the utility of a virtual environment for enhancing facial affect recognition in adolescents with autism. Journal of autism and developmental disorders, 44(7), 1641–1650. https://doi.org/10.1007/s10803-014-2035-8
Berggren, S., Fletcher-Watson, S., Milenkovic, N., Marschik, P. B., Bölte, S. y Jonsson, U. (2018). Emotion recognition training in autism spectrum disorder: a systematic review of challenges related to generalizability. Developmental Neurorehabilitation, 21(3), 141-154. https://doi.org/10.1080/17518423.2017.1305004
Carter, E. J., Williams, D. L., Hodgins, J. K. y Lehman, J. F. (2014). Are children with autism more responsive to animated characters? A study of interactions with humans and human-controlled avatars. Journal of Autism and Developmental Disorders, 44(10), 2475-2485. https://doi.org/10.1007/s10803-014-2116-8
Chen, C. H., Lee, I. J. y Lin, L. Y. (2016). Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Computers in Human Behavior, 55(Part A), 477-485. https://doi.org/10.1016/j.chb.2015.09.033
Cross, L., Farha, M. y Atherton, G. (2019). The Animal in Me: Enhancing Emotion Recognition in Adolescents with Autism Using Animal Filters. Journal of autism and developmental disorders, 49(11), 4482–4487. https://doi.org/10.1007/s10803-019-04179-7
De Giambattista, C., Ventura, P., Trerotoli, P., Margari, M., Palumbi, R. y Margari, L. (2019). Subtyping the Autism Spectrum Disorder: comparison of children with high functioning autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 49(1), 138-150. https://doi.org/10.1007/s10803-018-3689-4
Didehbani, N., Allen, T., Kandalaft, M., Krawczyk, D. y Chapman, S. (2016). Virtual reality social cognition training for children with high functioning autism. Computers in human behavior, 62, 703-711. https://doi.org/10.1016/j.chb.2016.04.033
Einfeld, S. L., Beaumont, R., Clark, T., Clarke, K. S., Costley, D., Gray, K. M., y Howlin, P. (2018). School-based social skills training for young people with autism spectrum disorders. Journal of Intellectual and Developmental Disability, 43(1), 29-39. https://doi.org/10.3109/13668250.2017.1326587
Elkin, T. D., Zhang, Y. y Reneker, J. C. (2022). Gaze fixation and visual searching behaviors during an immersive virtual reality social skills training experience for children and youth with autism spectrum disorder: a pilot study. Brain Sciences, 12(11), 1568. https://doi.org/10.3390/brainsci12111568
Fridenson-Hayo, S., Berggren, S., Lassalle, A., Tal, S., Pigat, D., Meir-Goren, N., O’Reilly, H., Ben-Zur, S., Bölte, S., Baron-Cohen, S. y Golan, O. (2017). ‘Emotiplay’: a serious game for learning about emotions in children with autism: results of a cross-cultural evaluation. European Child and Adolescent Psychiatry, 26(8), 979-992. https://doi.org/10.1007/s00787-017-0968-0
Frolli, A., Savarese, G., Di Carmine, F., Bosco, A., Saviano, E., Rega, A., Carotenuto, M. y Ricci, M. C. (2022). Children on the autism spectrum and the use of virtual reality for supporting social skills. Children, 9(2), 181. https://doi.org/10.3390/children9020181
Gev, T., Rosenan, R. y Golan, O. (2017). Unique effects of the transporters animated series and of parental support on emotion recognition skills of children with ASD: results of a randomized controlled trial. Autism Research: Official Journal of the International Society for Autism Research, 10(5), 993-1003. https://doi.org/10.1002/aur.1717
Golan, O., Ashwin, E., Granader, Y., McClintock, S., Day, K., Leggett, V. y Baron-Cohen, S. (2010). Enhancing emotion recognition in children with autism spectrum conditions: an intervention using animated vehicles with real emotional faces. Journal of Autism and Developmental Disorders, 40(3), 269-279. https://doi.org/10.1007/s10803-009-0862-9
Gómez-León, M. I (2019a). Conexión neuronal en el trastorno del espectro autista. Psiquiatría Biológica, 26(1), 7-14. https://doi.org/10.1016/j.psiq.2019.02.001
Gómez-León, M. I. (2019b). A través de los ojos del niño con Trastorno del Espectro Autista. EDU REVIEW. International Education and Learning Review, 7(1), 11-22. https://doi.org/10.37467/gka-revedu.v7.1876
Green, C. C., Brown, N. J., Yap, V. M. Z., Scheffer, I. E. y Wilson, S. J. (2020). Cognitive processes predicting advanced theory of mind in the broader autism phenotype. Autism Research: Official Journal of the International Society for Autism Research, 13(6), 921-934. https://doi.org/10.1002/aur.2209
Grynszpan, O., Bouteiller, J., Grynszpan, S., Martin, J. C. y Nadel, J. (2022). Social gaze training for Autism Spectrum Disorder using eye-tracking and virtual humans. Interaction Studies, 23(1), 89-115. https://doi.org/10.1075/is.21022.gry
Grynszpan, O., Martin, J. C. y Nadel, J. (2008). Multimedia interfaces for users with high functioning autism: an empirical investigation. International Journal of Human-Computer Studies, 66(8), 628-639. https://doi.org/10.1016/j.ijhcs.2008.04.001
Grynszpan, O., Nadel, J., Martin, J. C., Simonin, J., Bailleul, P., Wang, Y., Gepner, D., Le Barillier, F. y Constant, J. (2012). Self-monitoring of gaze in high functioning autism. Journal of autism and developmental disorders, 42(8), 1642–1650. https://doi.org/10.1007/s10803-011-1404-9
Hopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Casey Wimsatt, F. y Biasini, F. J. (2011). Avatar assistant: improving social skills in students with an ASD through a computer-based intervention. Journal of Autism and Developmental Disorders, 41(11), 1543-1555. https://doi.org/10.1007/s10803-011-1179-z
Karakosta, E., Dautenhahn, K., Syrdal, D. S., Wood, L. J. y Robins, B. (2019). Using the humanoid robot Kaspar in a Greek school environment to support children with Autism Spectrum Condition. Paladyn, Journal of Behavioral Robotics, 10(1), 298-317. https://doi.org/10.1515/pjbr-2019-0021
Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W. y Juarez, A. P. (2019). Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and other Developmental Disabilities, 34(1), 3-14. https://doi.org/10.1177/1088357618755694
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