| 000 | 01511cam a2200217 4500500 | ||
|---|---|---|---|
| 005 | 20250112032800.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aFage, Charles _eauthor |
| 700 | 1 | 0 |
_a Mazon, Cécile _eauthor |
| 700 | 1 | 0 |
_a Sauzéon, Hélène _eauthor |
| 245 | 0 | 0 | _aTechnology-based interventions for the school inclusion of children with Autism Spectrum Disorder (ASD): A review |
| 260 | _c2018. | ||
| 500 | _a8 | ||
| 520 | _aOver the last two decades, numerous technology-based interventions have been developed to support the school inclusion of children with Autism Spectrum Disorders. Whilst these interventions can result in improving targeted behaviors and cognitive processes, their transfer to mainstream school situations remains limited. To overcome such difficulties and by leveraging new technologies, novel interventions have been implemented in mainstream environments (typically school settings). However, the therapeutic effects of such interventions are rarely—and weakly—measured. New experimental designs and evaluation criterion are thus still to be developed. This paper presents a literature review of these interventions. Limitations and new research avenues offered by multidisciplinary approaches are discussed. | ||
| 690 | _atechnology-based interventions | ||
| 690 | _aautism | ||
| 690 | _aschool inclusion | ||
| 786 | 0 | _nEnfance | o 1 | 1 | 2018-01-19 | p. 103-130 | 0013-7545 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-enfance-2018-1-page-103?lang=en |
| 999 |
_c161198 _d161198 |
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