Students with autism spectrum disorder: digital tablets and teacher training in evidence-based practices

INTRODUCTION. The number of applications designed for students with autism spectrum disorder (ASD) has increased significantly, however, reviews examining the effectiveness of its use in teaching practices are scarce. To ensure effective results and avoid counterproductive or potentially harmful results, the importance of incorporating evidence-based practices into the design and use of these applications has been highlighted. However, most teachers say they have not received enough training to recognize and implement these practices in the classroom. This review aims to analyze which evidence-based practices have used interventions with digital tablets that have shown their effectiveness in the development of communication, socio-emotional, cognitive and academic skills in children and adolescents with ASD. METHOD. An exhaustive search was carried out in the databases Scopus, Web of Science, PubMed, ERIC, IEEE Xplore and ACM Digital Library following the criteria established in the PRISMA declaration. The final selection consisted of 55 articles selected for the quality of their evidence (effectiveness, reliability and engagement) and the ability to provide concrete data on the design and instructional practices used. RESULTS. Applications that are effective in the development of children and adolescents with ASD have been shown to offer a variety of uses derived directly from traditional evidence-based instructional practices. DISCUSSION. To ensure effective instructional outcomes for students with ASD, it is recommended to provide broader training programs that give teachers the opportunity to: 1. practice traditional evidence-based interventions in inclusive classrooms; 2. recognize and faithfully implement these practices through technology.