Tecnologías digitales en niños con TEA: impacto en comunicación, aprendizaje, interacción social y autonomía
DOI:
https://doi.org/10.63415/saga.v3i3.463Palabras clave:
tecnología educacional, educación especial, desarrollo del niño, desarrollo del lenguaje, interacción social, método de aprendizajeResumen
Introducción: Las tecnologías digitales han ampliado las posibilidades de intervención educativa, comunicativa y funcional en niños y adolescentes con trastorno del espectro autista (TEA), mediante aplicaciones móviles, comunicación aumentativa y alternativa, juegos serios, realidad virtual, realidad aumentada, robótica social, video prompting y teleintervención. Objetivos: Analizar la evidencia científica reciente sobre el impacto de las tecnologías digitales en comunicación, aprendizaje, interacción social y autonomía de población infantil y adolescente con TEA, además de identificar modalidades tecnológicas, beneficios y limitaciones metodológicas. Métodos: Se realizó una revisión sistemática orientada por PRISMA 2020, con publicaciones de 2020–2026 recuperadas mediante bases académicas multidisciplinarias y especializadas; tras aplicar criterios de elegibilidad, 31 estudios conformaron la síntesis cualitativa, integrando investigaciones empíricas, estudios de aplicación, revisiones sistemáticas y metaanálisis. Resultados: La evidencia mostró efectos favorables principalmente en comunicación funcional, reconocimiento emocional, competencias socioemocionales, aprendizaje estructurado y determinadas habilidades de vida diaria, aunque persistieron heterogeneidad metodológica, muestras reducidas y limitada evaluación longitudinal. Conclusiones: Las tecnologías digitales constituyen recursos complementarios pertinentes para intervenciones individualizadas en TEA; su eficacia depende de la correspondencia entre herramienta, necesidad funcional, mediación humana y oportunidades de generalización hacia ambientes familiares, educativos y comunitarios. La autonomía recibió menor atención, pese a su relevancia para independencia cotidiana.
Descargas
Referencias
Almurashi, H., Bouaziz, R., Al-Sarem, M., Hadwan, M., Kammoun, S., Al-Dossary, O., & Saeed, F. (2022). Augmented reality, serious games and Picture Exchange Communication System for people with ASD: Systematic literature review and future directions. Sensors, 22(3), 1250. https://doi.org/10.3390/s22031250
Al-Saadi, A. M., & Al-Thani, D. (2023). Mobile application to identify and recognize emotions for children with autism: A systematic review. Frontiers in Child and Adolescent Psychiatry, 2, 1118665. https://doi.org/10.3389/frcha.2023.1118665
Benson, J. D., Cartwright, A., Szucs, K. A., Smitsky, D., Chippich, E., & Roebuck, L. (2024). Effectiveness of video prompting versus picture prompting in improving daily living skills of autistic children. American Journal of Occupational Therapy, 78(3). https://doi.org/10.5014/ajot.2024.050514
Carneiro, T., Carvalho, A., Frota, S., & Filipe, M. G. (2024). Serious games for developing social skills in children and adolescents with autism spectrum disorder: A systematic review. Healthcare, 12(5), 508. https://doi.org/10.3390/healthcare12050508
Chavers, T. N., Morris, M., Schlosser, R. W., & Koul, R. (2021). Effects of a systematic augmentative and alternative communication intervention using a speech-generating device on multistep requesting and generic small talk for children with severe autism spectrum disorder. American Journal of Speech-Language Pathology, 30(6), 2476–2491. https://doi.org/10.1044/2021_AJSLP-20-00353
Chung, E. Y.-H., & Sin, K. K.-F. (2024). Qualitative outcomes and impact of a robotic intervention on children with autism spectrum disorder: A multiple embedded case study. British Journal of Occupational Therapy, 87(9), 574–582. https://doi.org/10.1177/03080226241252272
Conrad, C. E., Rimestad, M. L., Rohde, J. F., Petersen, B. H., Korfitsen, C. B., Tarp, S., Cantio, C., Lauritsen, M. B., & Händel, M. N. (2021). Parent-mediated interventions for children and adolescents with autism spectrum disorders: A systematic review and meta-analysis. Frontiers in Psychiatry, 12, 773604. https://doi.org/10.3389/fpsyt.2021.773604
Dechsling, A., Orm, S., Kalandadze, T., Sütterlin, S., Øien, R. A., Shic, F., & Nordahl-Hansen, A. (2022). Virtual and augmented reality in social skills interventions for individuals with autism spectrum disorder: A scoping review. Journal of Autism and Developmental Disorders, 52, 4692–4707. https://doi.org/10.1007/s10803-021-05338-5
Demirekin, M., & Yalçın, H. (2026). The effects of digital interventions on language development in children with autism spectrum disorder: A systematic review and interdisciplinary synthesis. Pediatric Reports, 18(4), 90. https://doi.org/10.3390/pediatric18040090
Derks, S., Willemen, A. M., & Sterkenburg, P. S. (2022). Improving adaptive and cognitive skills of children with an intellectual disability and/or autism spectrum disorder: Meta-analysis of randomised controlled trials on the effects of serious games. International Journal of Child-Computer Interaction, 33, 100488. https://doi.org/10.1016/j.ijcci.2022.100488
Ferguson, J., Dounavi, K., & Craig, E. A. (2022). The impact of a telehealth platform on ABA-based parent training targeting social communication in children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 34, 1089–1120. https://doi.org/10.1007/s10882-022-09839-8
Frolli, A., Savarese, G., Di Carmine, F., Bosco, A., Saviano, E., Rega, A., Carotenuto, M., & 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
Gayle, R. I., Valentino, A. L., & Fuhrman, A. M. (2025). Virtual reality training of safety and social communication skills in children with autism: An examination of acceptability, usability, and generalization. Behavior Analysis in Practice, 18(1), 179–195. https://doi.org/10.1007/s40617-024-00968-4
Hao, Y., Du, Y., Zhang, S., & Sun, L. (2025). Effectiveness of telehealth social communication intervention on language skills among children with autism spectrum disorder: A systematic review and meta-analysis. Review Journal of Autism and Developmental Disorders, 12, 618–635. https://doi.org/10.1007/s40489-023-00411-4
Jaramillo-Alcázar, A., Arias, J., Albornoz, I., Alvarado, A., & Luján-Mora, S. (2022). Method for the development of accessible mobile serious games for children with autism spectrum disorder. International Journal of Environmental Research and Public Health, 19(7), 3844. https://doi.org/10.3390/ijerph19073844
Jiang, X., & Cohen, S. R. (2026). Supporting autistic children and adolescents’ social communication skills through digital technologies: A systematic literature review. Research in Autism, 130, 202750. https://doi.org/10.1016/j.reia.2025.202750
Ke, F., Moon, J., & Sokolikj, Z. (2022). Virtual reality-based social skills training for children with autism spectrum disorder. Journal of Special Education Technology, 37(1), 49–62. https://doi.org/10.1177/0162643420945603
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
Löytömäki, J., et al. (2024). Serious game the Emotion Detectives helps to improve social-emotional skills of children with neurodevelopmental disorders. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13420
Lussier-Desrochers, D., Massé, L., Simonato, I., et al. (2023). Evaluation of the effect of a serious game on the performance of daily routines by autistic and ADHD children. Journal of Developmental and Physical Disabilities. https://doi.org/10.1007/s41252-023-00319-4
Mavritsakis, D. (2024). Augmentative and alternative communication in autism spectrum disorder: Transitioning from letter board to iPad—A case study. Frontiers in Psychiatry, 15, 1345447. https://doi.org/10.3389/fpsyt.2024.1345447
Nekar, D. M., Kang, H., Alao, H., & Yu, J. (2022). Feasibility of using multiplayer game-based dual-task training with augmented reality and personal health record on social skills and cognitive function in children with autism. Children, 9(9), 1398. https://doi.org/10.3390/children9091398
Penev, Y., Dunlap, K., Husic, A., Hou, C., Washington, P., Leblanc, E., Kline, A., Kent, J., Ng-Thow-Hing, A., Liu, B., Harjadi, C., Tsou, M., Desai, M., & Wall, D. P. (2021). A mobile game platform for improving social communication in children with autism: A feasibility study. Applied Clinical Informatics, 12(5), 1030–1040. https://doi.org/10.1055/s-0041-1736626
Roberts, R., Stacey, J., Jenner, S., & Maguire, E. (2023). Are extended reality interventions effective in helping autistic children to enhance their social skills? A systematic review. Review Journal of Autism and Developmental Disorders, 10, 729–748. https://doi.org/10.1007/s40489-022-00320-y
Salimi, Z., Jenabi, E., & Bashirian, S. (2021). Are social robots ready yet to be used in care and therapy of autism spectrum disorder? A systematic review of randomized controlled trials. Neuroscience & Biobehavioral Reviews, 129, 1–16. https://doi.org/10.1016/j.neubiorev.2021.04.009
Scarcella, I., Marino, F., Failla, C., Doria, G., Chilà, P., Minutoli, R., Vetrano, N., Vagni, D., Pignolo, L., Di Cara, M., Settimo, C., Quartarone, A., Cerasa, A., & Pioggia, G. (2023). Information and communication technologies-based interventions for children with autism spectrum conditions: A systematic review of randomized control trials from a positive technology perspective. Frontiers in Psychiatry, 14, 1212522. https://doi.org/10.3389/fpsyt.2023.1212522
Soares, E. E., Bausback, K., Beard, C. L., Higinbotham, M., Bunge, E. L., & Gengoux, G. W. (2020). Social skills training for autism spectrum disorder: A meta-analysis of in-person and technological interventions. Journal of Technology in Behavioral Science, 6(1), 166–180. https://doi.org/10.1007/s41347-020-00177-0
van den Berk-Smeekens, I., de Korte, M. W. P., van Dongen-Boomsma, M., Oosterling, I. J., den Boer, J. C., Barakova, E. I., Lourens, T., Glennon, J. C., Staal, W. G., & Buitelaar, J. K. (2022). Pivotal Response Treatment with and without robot-assistance for children with autism: A randomized controlled trial. European Child & Adolescent Psychiatry, 31, 1871–1883. https://doi.org/10.1007/s00787-021-01804-8
Wang, T., Ma, Y., Du, X., Li, C., et al. (2024). Digital interventions for autism spectrum disorders: A systematic review and meta-analysis. Pediatric Investigation, 8(3), 224–236. https://doi.org/10.1002/ped4.12417
Wertalik, J. L., & Kubina, R. M. (2023). Comparison of two video prompting interventions to teach daily living skills to adolescents with autism. Behavioral Interventions, 38(1), 39–61. https://doi.org/10.1002/bin.1914
Xu, F., Gage, N., Zeng, S., Zhang, M., Iun, A., O'Riordan, M., & Kim, E. (2026). The use of digital interventions for children and adolescents with autism spectrum disorder: A meta-analysis. Journal of Autism and Developmental Disorders, 56(2), 499–515. https://doi.org/10.1007/s10803-024-06563-4
Yakubova, G., & Chen, B. B. (2021). Examining the effects of parent-created and parent-implemented video prompting to teach daily living skills to an adolescent with autism. Journal of Autism and Developmental Disorders, 51(12), 4679–4691. https://doi.org/10.1007/s10803-021-04913-0
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Denise Irasema Zambrano, Fernanda Jeanine Fernández Zambrano, María del Cisne León Romero, José Luis Gutiérrez Jiménez, Alexandra Janneth Jadán Torres, Jorge Edy Castillo Mayorga (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Av. Carlos Plaza Dañin y Av. Miguel H. Alcivar, Guayaquil, Ecuador
editor@revistasaga.org
+593962679148
