Development of Emotional Understanding. What Kind of Technology for which Student with Autism Spectrum Disorder. Systematic Review
Abstract The lack of information on the use of technology in children with autism spectrum disorder (ASD) of different profiles can make it difficult for teachers and students to benefit from the most effective technology support tailored to their needs. The aim of this review was to analyze and synthesize scientific evidence on the effectiveness of technological resources in improving the emotional understanding of students with high and low functioning ASD profiles. A systematic review of the scientific publications indexed in some of the most relevant databases was carried out following the criteria established in the PRISMA declaration. A total of 38 articles that met the pre-established inclusion criteria were analyzed. The results show the importance of designing versatile systems that can be customized and adapted in real time and in natural contexts with a clearly inclusive approach. But they also suggest that technology may not be an appropriate complementary intervention tool for all children with ASD. This underlines the need for additional well-controlled tests on the characteristics that would allow identifying which students might or might not benefit from different technology modalities.
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Alharbi, M. y Huang, S. (2020). An augmentative system with facial and emotion recognition for improving social skills of children with Autism Spectrum Disorders. En 2020 IEEE International Systems Conference (SysCon) (pp. 1-6). IEEE. https://doi.org/10.1109/SysCon47679.2020.9275659
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
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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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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
Lacava, P. G., Golan, O., Baron-Cohen, S. y Smith Myles, B. (2007). Using assistive technology to teach emotion recognition to students with Asperger syndrome: a pilot study. Remedial and Special Education, 28(3), 174-181. https://doi.org/10.1177/07419325070280030601
Liu, R., Salisbury, J. P., Vahabzadeh, A. y Sahin, N. T. (2017). Feasibility of an autism-focused augmented reality smartglasses system for social communication and behavioral coaching. Frontiers in Pediatrics, 5, 145. https://doi.org/10.3389/fped.2017.00145
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