Applications of Artificial Intelligence in the Education and Rehabilitation of Children and Adolescents with Autism Spectrum Disorder: AI based Systematic Review of Academically Validated and Publicly Available Platforms and Applications

دسته بندی موضوعی : برنامه ریزی درسی و آموزشی

زبان : انگلیسی

نوع فایل : PDF

تعداد صفحات : 30

وضعیت : این مقاله توسط هیات داوران پایگاه ایران ژورنال داوری شده است
فصل نامه علمی تخصصی پژوهش برتر - سال دوم شماره اول - بهار 1405

نویسندگان :
Armin Nasseribayat M.Sc. in Cognitive Science, Cognitive and Brain Sciences Research Institute, Shahid Beheshti University
Negar NazeriEsfestani B.Sc. in Anesthesia Technology , School of Paramedical Sciences, Tehran University of Medical Sciences

ثبت شده توسط : ایران ژورنال

لینک مستقیم مقاله : https://iran-journals.com/doc/3278

چکیده فارسی :

Objective: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition affecting social, communicative, and cognitive skills in children and adolescents, necessitating early and comprehensive interventions. This review aims to systematically examine digital tools, including academically validated applications and publicly available platforms, to assess their efficacy, accessibility, and cultural adaptability in supporting education, rehabilitation, and daily-life management of children and adolescents with ASD.
Method: A systematic analysis of 90 digital applications and platforms was conducted, categorizing tools into two groups: (1) academically validated tools used in research or clinical settings, and (2) publicly accessible applications and websites for parents, caregivers, and educators. Key factors analyzed included target skills (social, cognitive, communicative, self-management), age range, usability, customization, cultural and linguistic adaptation, and evidence of efficacy from scientific studies.
Results: Academically validated tools demonstrated high effectiveness due to evidence-based design, personalized learning pathways, and analytical feedback systems, improving social interaction, communication, cognition, and self-regulation. Public tools were highly accessible, visually appealing, and user-friendly, suitable for initial training or home-based practice. Combining academic and public tools tailored to age, individual needs, and cultural context maximized learning outcomes. Cultural, social, and religious factors—including language, norms, family expectations, and stigma—significantly influenced tool adoption and effectiveness. Adolescents benefited most from tools enabling independent planning, social engagement, and continuous feedback.
Discussion: Digital tools, particularly those integrating artificial intelligence and adaptive feedback, have substantial potential to enhance skill development and quality of life in children and adolescents with ASD. Future research should focus on longitudinal studies, real-world efficacy, cost-benefit analyses, and culturally adapted personalized solutions. Effective implementation requires parent and educator training, careful selection of complementary tools, and consideration of social and cultural contexts to optimize learning and rehabilitation outcomes

کلمات کلیدی فارسی :
Autism Spectrum Disorder (ASD),Artificial Intelligence (AI), Digital Rehabilitation Tools, Educational Technologies