Avances en la tecnología para el desarrollo de la competencia social del alumnado con trastornos del espectro autista. Revisión sistemática

  1. Gómez-León, María Isabel 1
  1. 1 Universidad Internacional de La Rioja, España.
Revista:
Páginas de educación

ISSN: 1688-5287 1688-7468

Año de publicación: 2023

Título del ejemplar: Páginas de Educación

Volumen: 16

Número: 2

Páginas: 156-185

Tipo: Artículo

DOI: 10.22235/PE.V16I2.3299 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Páginas de educación

Resumen

Las tecnologías digitales han mostrado ser potencialmente beneficiosas para el apoyo educativo de las habilidades sociales de los alumnos con trastornos del espectro autista (TEA). Sin embargo, en ocasiones puede ser difícil para los docentes saber qué tipo de tecnologías están disponibles para cada metodología de trabajo y qué evidencia científica respalda su uso. El objetivo de esta revisión es analizar la evidencia científica sobre la eficacia de las intervenciones tecnológicas individuales, colaborativas y cooperativas en el desarrollo de la competencia social de los niños con TEA. Se realizó una revisión sistemática que analizó de manera cualitativa las publicaciones científicas de las revistas indexadas en las bases de datos Scopus, Web of Science, PubMed, ERIC, IEEE Xplore y ACM Digital Library, de acuerdo con los criterios establecidos en la declaración PRISMA. La literatura destaca el potencial del entrenamiento basado en tecnologías digitales para mejorar la interacción social de los estudiantes con TEA, y los estudios controlados muestran datos a favor de su efectividad. Los avances en tecnología muestran una tendencia a utilizar soportes multimodales en contextos virtuales o reales de interacción que proporcionan retroalimentación en tiempo real y a distancia, lo que favorece el aprendizaje y la inclusión social del alumno.

Referencias bibliográficas

  • Abdelmohsen, M., & Arafa, Y. (2021). Training social skills of children with ASD through social virtual robot. En 2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW) (pp. 314-319). IEEE. https://doi.org/10.1109/VRW52623.2021.00063
  • Al Jaffal, M. (2022). Barriers general education teachers face regarding the inclusion of students with autism. Frontiers in Psychology, 13, 873248. https://doi.org/10.3389/fpsyg.2022.873248
  • Al-Rashaida, M., Amayra, I., López-Paz, J. F., Martínez, O., Lázaro, E., Berrocoso, S., García, M., Pérez, M., Rodríguez, A. A., Luna, P. M., Pérez-Núñez, P., & Caballero, P. (2022). Studying the Effects of Mobile Devices on Young Children with Autism Spectrum Disorder: A Systematic Literature Review. Review Journal of Autism and Developmental Disorders, 9, 400-415. https://doi.org/10.1007/s40489-021-00264-9
  • Anderson, C. M., Smith, T., & Wilczynski, S. M. (2018). Advances in School-Based Interventions for Students with Autism Spectrum Disorder: Introduction to the Special Issue. Behavior modification, 42(1), 3–8. https://doi.org/10.1177/0145445517743582
  • Atherton, G., & Cross, L. (2021). The Use of Analog and Digital Games for Autism Interventions. Frontiers in psychology, 12, 669734. https://doi.org/10.3389/fpsyg.2021.669734
  • Barry, L., Holloway, J., Gallagher, S., & McMahon, J. (2022). Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland. Journal of Autism and Developmental Disorders, 52(8), 3536–3546. https://doi.org/10.1007/s10803-021-05223-1
  • Battocchi, A., Ben‐Sasson, A., Esposito, G., Gal, E., Pianesi, F., Tomasini, D., Venuti, P., Weiss, P., & Zancanaro, M. (2010). Collaborative puzzle game: a tabletop interface for fostering collaborative skills in children with autism spectrum disorders. Journal of Assistive Technologies, 4(1), 4-13. https://doi.org/10.5042/jat.2010.0040
  • Bauminger-Zviely, N., Eden, S., Zancanaro, M., Weiss, P. L., & Gal, E. (2013). Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment. Autism: the international journal of research and practice, 17(3), 317–339. https://doi.org/10.1177/1362361312472989
  • Bekele, E., Crittendon, J., Zheng, Z., Swanson, A., Weitlauf, A., Warren, Z., & 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
  • Bernardini, S., Porayska-Pomsta, K., & Smith, T. J. (2014). ECHOES: An intelligent serious game for fostering social communication in children with autism. Information Sciences, 264, 41-60. https://doi.org/10.1016/j.ins.2013.10.027
  • Bernard-Opitz, V., Sriram, N., & Nakhoda-Sapuan, S. (2001). Enhancing social problem solving in children with autism and normal children through computer-assisted instruction. Journal of Autism and Developmental Disorders, 31(4), 377-384. https://doi.org/10.1023/A:1010660502130
  • Bono, V., Narzisi, A., Jouen, A. L., Tilmont, E., Hommel, S., Jamal, W., Xavier, J., Billeci, L., Maharatna, K., Wald, M., Chetouani, M., Cohen, D., Muratori, F., & MICHELANGELO Study Group. (2016). GOLIAH: A Gaming Platform for Home-Based Intervention in Autism - Principles and Design. Frontiers in Psychiatry, 7, 70. https://doi.org/10.3389/fpsyt.2016.00070
  • Chen, C. H., Lee, I. J., & Lin, L. Y. (2015). Augmented reality-based self-facial modeling to promote the emotional expression and social skills of adolescents with autism spectrum disorders. Research in Developmental Disabilities, 36C, 396–403. https://doi.org/10.1016/j.ridd.2014.10.015
  • Chen, C. H., Lee, I-J., & 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
  • Cheng, Y., Chiang, H. C., Ye, J., & Cheng, L. H. (2010). Enhancing empathy instruction using a collaborative virtual learning environment for children with autistic spectrum conditions. Computers & Education, 55(4), 1449-1458. https://doi.org/10.1016/j.compedu.2010.06.008
  • Cobb, S., Beardon, L., Eastgate, R., Glover, T., Kerr, S., Neale, H., Parsons, S., Benford, S., Hopkins, E., Mitchell, P., Reynard, G., & Wilson, J. (2002). Applied virtual environments to support learning of social interaction skills in users with Asperger’s Syndrome. Digital Creativity, 13(1), 11-22. https://doi.org/10.1076/digc.13.1.11.3208
  • Davis, M., Otero, N., Dautenhahn, K., Nehaniv, C. L., & Powell, S. D. (2007, julio). Creating a software to promote understanding about narrative in children with autism: Reflecting on the design of feedback and opportunities to reason. In 2007 IEEE 6th International Conference on Development and Learning (pp. 64-69). IEEE. https://doi.org/10.1109/DEVLRN.2007.4354045
  • Dueñas, A. D., Plavnick, J. B., & Bak, M. Y. S. (2019). Effects of Joint Video Modeling on Unscripted Play Behavior of Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 49(1), 236–247. https://doi.org/10.1007/s10803-018-3719-2
  • Escobedo, L., Nguyen, D. H., Boyd, L., Hirano, S., Rangel, A., Garcia-Rosas, D., Tentori, M. E., & Hayes, G. (2012, May). MOSOCO: a mobile assistive tool to support children with autism practicing social skills in real-life situations. En Proceedings of the SIGCHI conference on human factors in computing systems (pp. 2589-2598). https://doi.org/10.1145/2207676.2208649
  • Fage, C., Consel, C. Y., Balland, E., Etchegoyhen, K., Amestoy, A., Bouvard, M., & Sauzéon, H. (2018). Tablet apps to support first school inclusion of children with autism spectrum disorders (ASD) in mainstream classrooms: A pilot study. Frontiers in Psychology, 9, 2020. https://doi.org/10.3389/fpsyg.2018.02020
  • Ferguson, B. R., Gillis, J. M., & Sevlever, M. (2013). A brief group intervention using video games to teach sportsmanship skills to children with autism spectrum disorders. Child & Family Behavior Therapy, 35(4), 293-306. https://doi.org/10.1080/07317107.2013.846648
  • Flores, M. M., Hill, D. A., Faciane, L. B., Edwards, M. A., Tapley, S. C., & Dowling, S. J. (2014). The Apple iPad as assistive technology for story-based interventions. Journal of Special Education Technology, 29(2), 27-37. https://doi.org/10.1177/0162643414029002
  • Gal, E., Bauminger, N., Goren-Bar, D., Pianesi, F., Stock, O., & Zancanaro, M. (2009). Enhancing social communication of children with high-functioning autism through a co-located interface. Ai & Society, 24(1), 75-84. https://doi.org/10.1007/s00146-009-0199-0
  • Gentile, V., Adjorlu, A., Serafin, S., Rocchesso, D., & Sorce, S. (2019). Touch or touchless? evaluating usability of interactive displays for persons with autistic spectrum disorders. En Proceedings of the 8th ACM International Symposium on Pervasive Displays (pp. 1-7). https://doi.org/10.1145/3321335.3324946
  • Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C. R., & Innocenti, M.S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149-164. https://doi. org/10.1177/001440290507100202
  • Gómez-León, M. I. (2019). Conexión neuronal en el trastorno del espectro autista. Psiquiatría biológica, 26(1), 7-14. https://doi.org/10.1016/j.psiq.2019.02.001
  • Grossard, C., Grynspan, O., Serret, S., Jouen, A. L., Bailly, K., & Cohen, D. (2017). Serious games to teach social interactions and emotions to individuals with autism spectrum disorders (ASD). Computers & Education, 113, 195-211. https://doi.org/10.1016/j.compedu.2017.05.002
  • Grynszpan, O., Martin, J. C., & 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
  • Hedges, S. H., Odom, S. L., Hume, K., & Sam, A. (2017). Technology use as a support tool by secondary students with autism. Autism, 22(1), 70–79. https://doi.org/10.1177/1362361317717976
  • Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., Welch, V.A. (Editors). (2022). Cochrane Handbook for Systematic Reviews of Interventions. https://training.cochrane.org/handbook
  • Hopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Casey Wimsatt, F., & 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
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-180. https://doi.org/10.1177/001440290507100203
  • Hourcade, J. P., Bullock-Rest, N. E., & Hansen, T. E. (2012). Multitouch tablet applications and activities to enhance the social skills of children with autism spectrum disorders. Personal and Ubiquitous Computing, 16(2), 157-168. https://doi.org/10.1007/s00779-011-0383-3
  • Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation. Journal of Autism and Developmental Disorders, 51, 4013-4032. https://doi.org/10.1007/s10803-020-04844-2
  • Jouen, A. L., Narzisi, A., Xavier, J., Tilmont, E., Bodeau, N., Bono, V., Ketem-Premel, N., Anzalone, S., Maharatna, K., Chetouani, M., Muratori, F., Cohen, D., & The MICHELANGELO Study Group. (2017). GOLIAH (Gaming Open Library for Intervention in Autism at Home): a 6-month single blind matched controlled exploratory study. Child and Adolescent Psychiatry and Mental Health, 11(1), 1-14. https://doi.org/10.1186/s13034-017-0154-7
  • Jung, S., & Sainato, D. M. (2015). Teaching games to young children with autism spectrum disorder using special interests and video modelling. Journal of Intellectual and Developmental Disability, 40(2), 198-212. https://doi.org/10.3109/13668250.2015.1027674
  • Ke, F., & Im, T. (2013). Virtual-reality-based social interaction training for children with high-functioning autism. The Journal of Educational Research, 106(6), 441-461. https://doi.org/10.1080/00220671.2013.832999
  • Kellems, R. O., Charlton, C., Kversøy, K. S., & Győri, M. (2020). Exploring the use of virtual characters (avatars), live animation, and augmented reality to teach social skills to individuals with autism. Multimodal Technologies and Interaction, 4(3), 48. https://doi.org/10.3390/mti4030048
  • Kinsella, B. G., Chow, S., & Kushki, A. (2017). Evaluating the usability of a wearable social skills training technology for children with autism spectrum disorder. Frontiers in Robotics and AI, 4, 31. https://doi.org/10.3389/frobt.2017.00031
  • Kirst, S., Diehm, R., Bögl, K., Wilde-Etzold, S., Bach, C., Noterdaeme, M., Poustka, L., Ziegler, M., & Dziobek, I. (2022). Fostering socio-emotional competencies in children on the autism spectrum using a parent-assisted serious game: A multicenter randomized controlled trial. Behaviour Research and Therapy, 152, 104068. https://doi.org/10.1016/j.brat.2022.104068
  • Lee, I. J. (2019). Augmented reality coloring book: An interactive strategy for teaching children with autism to focus on specific nonverbal social cues to promote their social skills. Interaction Studies, 20(2), 256-274. https://doi.org/10.1075/is.18004.lee
  • Lee, I.J., Lin, L.Y., Chen, C.H., & Chung, C.H. (2018). How to create suitable augmented reality application to teach social skills for children with ASD. State of the Art Virtual Reality and Augmented Reality Knowhow, 8, 119-138. http://doi.org/10.5772/intechopen.76476
  • Liu, R., Salisbury, J. P., Vahabzadeh, A., & 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
  • López, A. R., & Wiskow, K. M. (2019). Teaching Children with Autism to Initiate Social Interactions Using Textual Prompts Delivered via Apple Watches®. Behavior Analysis in Practice, 13(3), 641–647. https://doi.org/10.1007/s40617-019-00385-y
  • MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W. H. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42(1), 43–55. https://doi.org/10.1901/jaba.2009.42-43
  • Mantziou, O., Vrellis, I., & Mikropoulos, T. A. (2015). Do children in the spectrum of autism interact with real-time emotionally expressive human controlled avatars? Procedia Computer Science, 67, 241-251. https://doi.org/10.1016/j.procs.2015.09.268
  • Mitchell, P., Parsons, S., & Leonard, A. (2007). Using virtual environments for teaching social understanding to 6 adolescents with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 37(3), 589-600. https://doi.org/10.1007/s10803-006-0189-8
  • Milne, M., Luerssen, M. H., Lewis, T. W., Leibbrandt, R. E., & Powers, D. M. (2010, July). Development of a virtual agent based social tutor for children with autism spectrum disorders. En The 2010 International Joint Conference on Neural Networks (IJCNN) (pp. 1-9). IEEE. https://doi.org/10.1109/IJCNN.2010.5596584
  • Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad play story to increase play dialogue of preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(9), 2174–2189. https://doi.org/10.1007/s10803-013-1770-6
  • O’Brien, A. M., Schlosser, R. W., Yu, C., Allen, A. A., & Shane, H. C. (2021). Repurposing a smartwatch to support individuals with autism spectrum disorder: Sensory and operational considerations. Journal of Special Education Technology, 36(4), 215-226. https://doi.org/10.1177/0162643420904001
  • Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E.A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., … & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Systematic reviews, 10(1), 1-11. https://doi.org/10.1136/bmj.n71
  • Parsons, S., Mitchell, P., & Leonard, A. (2005). Do adolescents with autistic spectrum disorders adhere to social conventions in virtual environments? Autism: The International Journal of Research and Practice, 9(1), 95–117. https://doi.org/10.1177/1362361305049032
  • Piper, A. M., O’Brien, E., Morris, M. R., & Winograd, T. (2006). SIDES: a cooperative tabletop computer game for social skills development. En Proceedings of the 2006 20th Anniversary Conference on Computer Supported Cooperative Work (pp. 1-10). https://doi.org/10.1145/1180875.1180877
  • Rashedi, R. N., Bonnet, K., Schulte, R. J., Schlundt, D. G., Swanson, A. R., Kinsman, A., Bardett, N., Juárez, P., Warren, Z. E., Biswas, G., & Kunda, M. (2022). Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Adolescents with Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives. Journal of Autism and Developmental Disorders, 52(10), 4321–4336. https://doi.org/10.1007/s10803-021-05315-y
  • Sandbank, M., Bottema-Beutel, K., Crowley, S., Cassidy, M., Dunham, K., Feldman, J. I., Crank, J., Albarran, S. A., Raj, S., Mahbub, P., & Woynaroski, T. G. (2020). Project AIM: Autism intervention meta-analysis for studies of young children. Psychological Bulletin, 146(1), 1–29. https://doi.org/10.1037/bul0000215
  • Smith, E., Constantin, A., Johnson, H., & Brosnan, M. (2021). Digitally-mediated social stories support children on the autism spectrum adapting to a change in a ‘Real-World’context. Journal of Autism and Developmental Disorders, 51(2), 514-526. https://doi.org/10.1007/s10803-020-04558-5
  • Soysa, A. I., & Al Mahmud, A. (2019). Interactive Pretend Play (iPPy) toys for children with ASD. En Proceedings of the 31st Australian Conference on Human-Computer-Interaction (pp. 285-289). https://doi.org/10.1145/3369457.3369480
  • Sturm, D., Kholodovsky, M., Arab, R., Smith, D. S., Asanov, P., & Gillespie-Lynch, K. (2019). Participatory design of a hybrid kinect game to promote collaboration between autistic players and their peers. International Journal of Human–Computer Interaction, 35(8), 706-723. https://doi.org/10.1080/10447318.2018.1550180
  • Sutton, B. M., Webster, A. A., & Westerveld, M. F. (2019). A systematic review of school-based interventions targeting social communication behaviors for students with autism. Autism: The International Journal of Research and Practice, 23(2), 274–286. https://doi.org/10.1177/1362361317753564
  • Terlouw, G., Kuipers, D., van’t Veer, J., Prins, J. T., & Pierie, J. P. E. (2021). The development of an escape room–based serious game to trigger social interaction and communication between high-functioning children with autism and their peers: Iterative design approach. JMIR Serious Games, 9(1), e19765. https://doi.org/10.2196/19765
  • Terlouw, G., van’t Veer, J. T., Prins, J. T., Kuipers, D. A., & Pierie, J. P. E. (2020). Design of a Digital Comic Creator (It’s Me) to Facilitate Social Skills Training for Children with Autism Spectrum Disorder: Design Research Approach. JMIR Mental Health, 7(7), e17260. https://doi.org/10.2196/17260
  • Uzuegbunam, N., Wong, W. H., Cheung, S. C. S., & Ruble, L. (2018). MEBook: Multimedia Social Greetings Intervention for Children with Autism Spectrum Disorders. IEEE Transactions on Learning Technologies, 11(4), 520-535. https://doi.org/10.1109/TLT.2017.2772255
  • Voss, C., Schwartz, J., Daniels, J., Kline, A., Haber, N., Washington, P., Tariq, Q., Robinson, T. N., Desai, M., Phillips, J. M., Feinstein, C., Winograd, T., & Wall, D. P. (2019). Effect of Wearable Digital Intervention for Improving Socialization in Children with Autism Spectrum Disorder: A Randomized Clinical Trial. JAMA Pediatrics, 173(5), 446–454. https://doi.org/10.1001/jamapediatrics.2019.0285
  • Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P., & Schultz, T. R. (2015). Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z
  • Wright, C., Diener, M. L., Dunn, L., Wright, S. D., Linnell, L., Newbold, K., D’Astous, V., & Rafferty, D. (2011). SketchUp™: A technology tool to facilitate intergenerational family relationships for children with autism spectrum disorders (ASD). Family and Consumer Sciences Research Journal, 40(2), 135-149. https://doi.org/10.1111/j.1552-3934.2011.02100.x