The Use of Digital Interventions for Children and Adolescents with Autism Spectrum Disorder-A Meta-Analysis.

This research review looked at 28 studies to see how well digital tools (like computer programs and apps) help children and teens with autism. The results showed these digital tools can be quite helpful, especially for improving social and emotional skills. Computer-based programs worked better than tablet or smartphone apps. The researchers suggest using these digital tools alongside other therapies and education programs to help children with autism develop important skills.

This meta-analysis examined the effectiveness of digital interventions for children and adolescents with autism spectrum disorder across 28 studies involving 150 effect sizes. The analysis included both randomized controlled trials (n=22) and quasi-experimental designs (n=6), with most studies focusing on social-emotional skills. Results demonstrated a medium to large overall effect size (Hedges' g = 0.62), indicating digital interventions significantly improve developmental outcomes. Digital interventions showed particularly strong effects for social-emotional skills compared to other domains including language, cognitive, daily living, and physical skills.

Computer-based interventions outperformed tablet/smartphone-based approaches. The authors recommend integrating digital interventions as supplemental resources alongside behavioral and educational interventions.

Digital interventions should be integrated as supplemental resources alongside behavioral and educational interventions for children and adolescents with ASD. Computer-based platforms may be prioritized over mobile devices when selecting digital tools. Focus should be placed on social-emotional skill development, though benefits extend across multiple developmental domains.

The study notes research gaps in female participants, young children, and adolescents with ASD. Publication bias was addressed but specific findings not detailed in the abstract. Sample sizes and participant demographics across included studies were not fully reported, limiting generalizability assessments.

This comprehensive meta-analysis aimed to assess the effectiveness of digital interventions in improving developmental skills for children and adolescents with autism spectrum disorder (ASD). We conducted a systematic literature search based on three databases. A pre-test adjusted between-group standardized effect size was computed for effect size synthesis. We utilized a robust variance estimation model to analyze overall treatment effect.

Moderator analyses and publication bias were also addressed. Twenty-eight studies (150 effect sizes) using randomized control trials (RCT; n = 22) or quasi-experimental designs (QED; n = 6) were included. Most studies (n = 22) included social-emotional skills as primary outcomes. The meta-analysis revealed a medium to large overall effect size, with Hedges' g = 0.62, 95% CI [0.36, 0.88], p < 0.001.

We found that digital interventions have a statistically significantly large effect on enhancing social-emotional skills compared with language and communication skills, cognitive skills, daily living skills, and physical skills. The results of moderator analyses indicated that computer-based interventions have larger effect sizes in comparison to tablet/smartphone-based interventions. No statistically significant differences were observed between studies utilizing RCT and those using QED. We recommended the integration of digital interventions as supplemental resources in behavioral and educational interventions.

Further research needs to focus on more females, young children, and adolescents with ASD in digital intervention research.