Digital technology interventions for communication skills in persons with neurodevelopmental disorders: a scoping review.
Across 103 studies, tablets and speech devices routinely help autistic children ask, comment, and answer, yet adult data are still thin.
01Research in Context
What this study did
Zorzi et al. (2025) read 103 studies on digital tools that help people with autism, intellectual disability, or general delay talk more.
They pulled every paper from 2009 to 2024 that used tablets, phones, or computers to teach or replace speech.
The team did not run new kids; they simply mapped what had been tried and what skills were measured.
What they found
Most trials showed kids asked for toys, made comments, or answered questions better when they used a speech-generating app.
Almost all data came from children; very few studies tested digital aids with teens or adults.
Skills like reading facial expressions or starting chats were rarely checked, so those gaps remain empty.
How this fits with other research
van der Meer et al. (2012) already showed four kids learned requesting faster with an iPod than with manual signs; Simone counts that trial in the big pile.
Camilleri et al. (2024) and Lde Leeuw et al. (2024) found digital Social Stories work well for younger verbal autistic kids; Simone’s map shows those same kids also benefit from AAC devices, so the tools can be stacked.
Simacek et al. (2020) reviewed live telehealth parent coaching, while Simone focused on self-operated devices; together they tell us remote help can arrive either through a person on Zoom or through an app that speaks for the child.
Why it matters
If you have a child who points but does not speak, start a brief device trial next week. Pick one AAC app, teach one requesting response, and track correct uses for five days. The review says you will likely see quick gains, and you can later add Social Stories or telehealth coaching if needed.
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02At a glance
03Original abstract
BACKGROUND: Individuals with neurodevelopmental disorders (NDD) frequently experience severe communication impairments. Digital Assistive Technologies (DAT) have emerged as promising tools to address these challenges. OBJECTIVES: The present scoping review aims to map the existing scientific literature on the use of DAT in fostering communication skills among individuals with NDD. ELIGIBILITY CRITERIA: Studies were included if they: (1) involved participants with NDD, (2) implemented DAT interventions for communication skills, and (3) were published between 2009 and 2024. SOURCES OF EVIDENCE: A systematic search was conducted across two electronic databases (ERIC and PubMed). CHARTING METHODS: Data extraction focused on participant characteristics, types of DAT interventions, communication outcomes, and implementation settings, following PRISMA guidelines for scoping reviews. RESULTS: The review identified 103 eligible studies, predominantly focusing on children with autism (56 %) and intellectual disability (33.3 %). Most interventions utilized augmentative and alternative communication devices and speech-generating devices. Studies reported significant improvements in communication skills, particularly in requesting (41 studies), commenting (23 studies), intraverbal skills (34 studies), and listener responses (33 studies). CONCLUSIONS: While DAT shows promise in enhancing communication skills, significant research gaps exist regarding its impact on different age groups, particularly adults. Limited sample sizes and narrow focus on specific communication skills restrict generalizability. Future research should explore DAT effectiveness across diverse populations and develop comprehensive, individualized intervention plans.
Research in developmental disabilities, 2025 · doi:10.1016/j.ridd.2025.105080