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Social skills, autism and technologies: An analysis of the effectiveness of this triad

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Abstract

Students with Autism Spectrum Disorder (ASD) present needs in the social sphere that have repercussions on their development. It is essential that, at school, they are offered interventions that provide them with an answer to their needs and use appropriate tools. One of the resources that can be effective is the use of technologies, which possess a series of characteristics that favour their implementation in the population with ASD. For this reason, and with the aim of analysing the impact a technology-based social skills programme has on students with ASD, a mixed study based on case studies was proposed. Specifically, the sample consisted of four pupils with ASD. Data collection was carried out, on the one hand, by means of objective tests administered at three points in time, which measured the level of ability in identifying emotions and in emotion awareness. On the other hand, the behaviours were also observed systematically in all the sessions that made up the intervention. The results point to an improvement in the identification of emotions and emotion awareness. Likewise, a decrease in non-social behaviours such as inappropriate behaviours or stereotypies and an increase in social behaviours such as eye contact or joint attention were noted.

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Funding

This work was supported by the Government of Aragon’s grant for the recruitment of predoctoral research staff in training, which was co-financed by the Operational Program ESF Aragon 2014–2020, resolution of 15th November 2018 (BOA, 22nd November 2018).

Recipient: Sergio Cored Bandrés

This work has received Ex aequo accesit in the III Edition of the Santander Award for Doctoral Thesis Projects on the use of ICT in teaching (2020) with the thesis project: "Implementation and evaluation of a social skills program for students with Autism Spectrum Disorder (ASD) in an educational context, supported by Information and Communication Technologies (ICT)". Banco Santander Cathedra at the University of Zaragoza | Recipient: Sergio Cored Bandrés

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  1. Department of Science Education, University of Zaragoza, Huesca, Spain

    Sergio Cored Bandrés & Marta Liesa Orús

  2. Department of Science Education, University of Zaragoza, Zaragoza, Spain

    Sandra Vázquez Toledo

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  1. Sergio Cored Bandrés
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  2. Sandra Vázquez Toledo
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  3. Marta Liesa Orús
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Correspondence to Sergio Cored Bandrés.

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This research obtained a favorable opinion from the Research Ethics Committee of the Community of Aragon (CEICA).

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Cored Bandrés, S., Vázquez Toledo, S. & Liesa Orús, M. Social skills, autism and technologies: An analysis of the effectiveness of this triad. Educ Inf Technol 28, 9285–9304 (2023). https://doi.org/10.1007/s10639-022-10990-0

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