000			01763cam a2200229 4500500
005			20250112032906.0
041			_afre
042			_adc
100	1	0	_aGrossard, Charline _eauthor
700	1	0	_a Grynszpan, Ouriel _eauthor
245	0	0	_aInformation technology-based training in autism: A review
260			_c2015.
500			_a61
520			_aThe number of studies focusing on the use of information technology for individuals with Autism Spectrum Disorders (ASD) has been rising steeply over the last fifteen years. One of the main incentives for this research is that technology is considered appealing to individuals with ASD. A significant part of these projects are dedicated to children, for whom technology-based training is designed for social abilities adapted to their age, recognition of emotions, spoken language, and useful conceptual knowledge for schooling. Researchers in the field are highly inventive in developing an array of technologies. They design projects using technologies that go beyond desktop computers and graphic tablets, such as robotics, virtual reality, collaborative platform, or eye-tracking. The systematic analysis of literature yields elements of evidence in favor of the effectiveness of these treatments. Notwithstanding, some questions do remain regarding the heterogeneity of the methods, the impact of human mediation, the maintenance of acquired skills, and their generalization with regard to daily living skills.
690			_aautism
690			_alearning
690			_atraining
690			_ahuman computer interaction
690			_aeffectiveness
786	0		_nEnfance | o 1 | 1 | 2015-03-01 | p. 67-85 | 0013-7545
856	4	1	_uhttps://shs.cairn.info/journal-enfance2-2015-1-page-67?lang=en
999			_c161633 _d161633