Dispositivos móviles y niños con trastorno del espectro autista: ¿qué dice la literatura?

Kenia C. Sánchez Espinosa; Jorge Luis Saavedra Rubio

doi:10.55717/RVWZ7255

Autores/as

Kenia C. Sánchez Espinosa Universidad de Vigo, Ourense, España https://orcid.org/0000-0003-3657-9440
Jorge Luis Saavedra Rubio Universidad Carlos III de Madrid, Madrid, España https://orcid.org/0000-0001-5937-1840

DOI:

https://doi.org/10.55717/RVWZ7255

Palabras clave:

autismo, competencias comunicativas, educación, infancia, tecnologías de la información y la comunicación

Resumen

Los dispositivos móviles son utilizados en la medicina para el diagnóstico, prevención, control y tratamiento de enfermedades. Este artículo tuvo como objetivo socializar experiencias sobre el uso de estas herramientas en el desarrollo de habilidades comunicativas en los niños con trastorno del espectro autista; a partir de una revisión documental. Las búsquedas se realizaron a través de Google Scholar; y para el análisis, se tuvieron en cuenta las publicaciones realizadas en la última década sobre el tema de estudio. Los resultados ilustraron que, a pesar de las discrepancias existentes en la literatura, las aplicaciones móviles validadas o recomendadas por asociaciones de psiquiatría, o específicamente de trastorno del espectro autista, facilitan el aprendizaje y la independencia de las personas con este padecimiento. No obstante, es imprescindible continuar las investigaciones en este campo para determinar las necesidades de cada persona, analizar la relación entre el diseño de interacción y su impacto en el desarrollo de las habilidades comunicativas, así como para entender por qué ciertos principios de diseño son más eficaces que otros.

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