The use of technology-assisted intervention in vocabulary learning for children with autism spectrum disorder: a systematic review

Introduction: Children with autism spectrum disorder may show delays in vocabulary development. Technology-based interventions could facilitate the teaching of different vocabulary skills; however, it is still not clear whether technology represents an added value. Methods: The current review prereg...

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Authors: Urrea Echeverría, Ana Lucía, Fernández Torres, Vanessa, Rodríguez Ortiz, Isabel de los Reyes, Saldaña Sage, David
Format: article
Status:Published version
Publication Date:2024
Country:España
Institution:Universidad de Sevilla (US)
Repository:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/160617
Online Access:https://hdl.handle.net/11441/160617
https://doi.org/10.3389/fpsyg.2024.1370965
Access Level:Open access
Keyword:autism spectrum disorder
intervention
systematic review
technology
vocabulary
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spelling The use of technology-assisted intervention in vocabulary learning for children with autism spectrum disorder: a systematic reviewUrrea Echeverría, Ana LucíaFernández Torres, VanessaRodríguez Ortiz, Isabel de los ReyesSaldaña Sage, Davidautism spectrum disorderinterventionsystematic reviewtechnologyvocabularyIntroduction: Children with autism spectrum disorder may show delays in vocabulary development. Technology-based interventions could facilitate the teaching of different vocabulary skills; however, it is still not clear whether technology represents an added value. Methods: The current review preregistered in PROSPERO evaluates the efficacy of technology-based interventions in vocabulary learning for children with autism spectrum disorder. We selected articles published in the period 2006–2022 from five databases. Results: The results identified two group studies, one within subject design, nine single-case studies and one randomized controlled design in participants aged 0–16 years who had used technological devices to learn vocabulary. Overall, five of the 13 studies showed positive results of using technology-assisted intervention, six described mixed results, one described negative result, and one described no differences in technology-assisted intervention. The studies are divided into the categories of efficacy of technology and comparison between technology and non-technology. Discussion: In summary, technology, such as tablets and computers, might be useful tools to improve vocabulary skills in certain children with ASD. However, the various degrees of impact found in the studies we reviewed indicate that personalized assessments, acknowledgment of previous experiences, and awareness of the context of usage are essential. The contrast with nontechnological approaches highlights the necessity for more detailed studies to pinpoint the precise conditions under which technology-based interventions can offer the most advantages.Ministerio de Ciencia, Innovación y Universidades PRE2019-089654Frontiers MediaPsicología Evolutiva y de la EducaciónHorizonte 2020 (Unión Europea)Ministerio de Ciencia, Innovación y Universidades (MICINN). España2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/11441/160617https://doi.org/10.3389/fpsyg.2024.1370965reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésFrontiers in Psychology, 15, 1370965.PRE2019-089654PGC2018-096094-B-I00https://doi.org/10.3389/fpsyg.2024.1370965info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1606172026-06-17T12:51:07Z
dc.title.none.fl_str_mv The use of technology-assisted intervention in vocabulary learning for children with autism spectrum disorder: a systematic review
title The use of technology-assisted intervention in vocabulary learning for children with autism spectrum disorder: a systematic review
spellingShingle The use of technology-assisted intervention in vocabulary learning for children with autism spectrum disorder: a systematic review
Urrea Echeverría, Ana Lucía
autism spectrum disorder
intervention
systematic review
technology
vocabulary
title_short The use of technology-assisted intervention in vocabulary learning for children with autism spectrum disorder: a systematic review
title_full The use of technology-assisted intervention in vocabulary learning for children with autism spectrum disorder: a systematic review
title_fullStr The use of technology-assisted intervention in vocabulary learning for children with autism spectrum disorder: a systematic review
title_full_unstemmed The use of technology-assisted intervention in vocabulary learning for children with autism spectrum disorder: a systematic review
title_sort The use of technology-assisted intervention in vocabulary learning for children with autism spectrum disorder: a systematic review
dc.creator.none.fl_str_mv Urrea Echeverría, Ana Lucía
Fernández Torres, Vanessa
Rodríguez Ortiz, Isabel de los Reyes
Saldaña Sage, David
author Urrea Echeverría, Ana Lucía
author_facet Urrea Echeverría, Ana Lucía
Fernández Torres, Vanessa
Rodríguez Ortiz, Isabel de los Reyes
Saldaña Sage, David
author_role author
author2 Fernández Torres, Vanessa
Rodríguez Ortiz, Isabel de los Reyes
Saldaña Sage, David
author2_role author
author
author
dc.contributor.none.fl_str_mv Psicología Evolutiva y de la Educación
Horizonte 2020 (Unión Europea)
Ministerio de Ciencia, Innovación y Universidades (MICINN). España
dc.subject.none.fl_str_mv autism spectrum disorder
intervention
systematic review
technology
vocabulary
topic autism spectrum disorder
intervention
systematic review
technology
vocabulary
description Introduction: Children with autism spectrum disorder may show delays in vocabulary development. Technology-based interventions could facilitate the teaching of different vocabulary skills; however, it is still not clear whether technology represents an added value. Methods: The current review preregistered in PROSPERO evaluates the efficacy of technology-based interventions in vocabulary learning for children with autism spectrum disorder. We selected articles published in the period 2006–2022 from five databases. Results: The results identified two group studies, one within subject design, nine single-case studies and one randomized controlled design in participants aged 0–16 years who had used technological devices to learn vocabulary. Overall, five of the 13 studies showed positive results of using technology-assisted intervention, six described mixed results, one described negative result, and one described no differences in technology-assisted intervention. The studies are divided into the categories of efficacy of technology and comparison between technology and non-technology. Discussion: In summary, technology, such as tablets and computers, might be useful tools to improve vocabulary skills in certain children with ASD. However, the various degrees of impact found in the studies we reviewed indicate that personalized assessments, acknowledgment of previous experiences, and awareness of the context of usage are essential. The contrast with nontechnological approaches highlights the necessity for more detailed studies to pinpoint the precise conditions under which technology-based interventions can offer the most advantages.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/160617
https://doi.org/10.3389/fpsyg.2024.1370965
url https://hdl.handle.net/11441/160617
https://doi.org/10.3389/fpsyg.2024.1370965
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Frontiers in Psychology, 15, 1370965.
PRE2019-089654
PGC2018-096094-B-I00
https://doi.org/10.3389/fpsyg.2024.1370965
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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