Desarrollo de la comprensión emocional. ¿Qué tipo de tecnología para qué alumno con trastorno del espectro autista? Revisión sistemática

  1. Gómez León, M.ª Isabel 1
  1. 1 Universidad Internacional de La Rioja. España
Revista:
Siglo Cero: Revista Española sobre Discapacidad Intelectual

ISSN: 2530-0350

Ano de publicación: 2023

Volume: 54

Número: 4

Páxinas: 65-83

Tipo: Artigo

DOI: 10.14201/SCERO.31465 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Siglo Cero: Revista Española sobre Discapacidad Intelectual

Obxectivos de Desenvolvemento Sustentable

Resumo

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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