The use of technology-assisted intervention in vocabulary learning for children with autism spectrum disorder: a systematic review.
Tablets can teach new words to autistic kids, yet half of studies show weak or no benefit—always test the learner first.
01Research in Context
What this study did
Urrea et al. (2024) looked at 13 studies where kids with autism learned new words on tablets or computers.
They pulled every trial that compared screen-based vocabulary lessons to any other teaching style.
Kids ranged from toddlers to teens, so the review spans home, clinic, and school setups.
What they found
Five studies showed clear gains, six showed mixed results, one showed no change, and one showed a drop.
In plain words: screens help some children, do little for others, and can even slow a few.
The authors say you must test each learner first instead of assuming tech is better.
How this fits with other research
Minutoli et al. (2024) ran a single-case test in the same year: flashcards beat a tablet for one six-year-old’s receptive labels.
Parsons et al. (2019) found almost no group-level edge for a tablet add-on except in expressive language.
These two papers sit inside Urrea’s review and show why the overall picture is mixed—speed and preference still favor low-tech for some kids.
Laçin (2024) used low-tech adapted shared reading and got steady vocabulary gains in three preschoolers, backing the idea that books plus pictures can work as well as, or better than, screens.
Why it matters
Before you hand over the iPad, run a quick preference probe and a brief baseline. If the child taps faster with cards or looks away from the screen, start low-tech and fade in digital tools later. Track daily data; switch modalities when progress stalls. This simple check can save weeks of stalled therapy and keeps motivation high.
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02At a glance
03Original abstract
Children with autism spectrum disorder may show delays in vocabulary development. Technology-based interventions could facilitate the teaching of different vocabulary skills; however, it is still not clear whether technology represents an added value. The current review preregistered in PROSPERO evaluates the efficacy of technology-based interventions in vocabulary learning for children with autism spectrum disorder. We selected articles published in the period 2006–2022 from five databases. The results identified two group studies, one within subject design, nine single-case studies and one randomized controlled design in participants aged 0–16 years who had used technological devices to learn vocabulary. Overall, five of the 13 studies showed positive results of using technology-assisted intervention, six described mixed results, one described negative result, and one described no differences in technology-assisted intervention. The studies are divided into the categories of efficacy of technology and comparison between technology and non-technology. In summary, technology, such as tablets and computers, might be useful tools to improve vocabulary skills in certain children with ASD. However, the various degrees of impact found in the studies we reviewed indicate that personalized assessments, acknowledgment of previous experiences, and awareness of the context of usage are essential. The contrast with nontechnological approaches highlights the necessity for more detailed studies to pinpoint the precise conditions under which technology-based interventions can offer the most advantages. [https://clinicaltrials.gov/], identifier [CRD42021238758].
Frontiers in Psychology, 2024 · doi:10.3389/fpsyg.2024.1370965