UC San Diego

This literature review examines the role of digital technologies in supporting the development of social communication skills in autistic children and adolescents. Grounded in sociocultural and activity theory, this review analyzes thirty-one peer-reviewed articles to assess how technology supports autistic children and adolescents to develop these skills. The skills were categorized into five major groups based on the definitions provided in the reviewed articles. The findings suggest that various digital tools, such as virtual reality, have been used to deliver social interventions targeting skills like initiating a conversation. Some studies that combined two technologies, such as augmented reality and video modeling, reported positive results. While these technologies have shown promise in enhancing targeted skills, no single tool can address all social communication skills areas, indicating the need for tailored interventions that meet individual needs. This review informs researchers, caregivers, and educators about the potential of technology to deliver interventions that enhance autistic children and adolescents’ social communication skills. Future research should further investigate which technologies are most beneficial for specific skills and identify the characteristics of autistic children and adolescents that could make them more likely to benefit from technology-based interventions.