Video Games for the Treatment of Autism Spectrum Disorder: A Systematic Review
Journal of Autism and Developmental Disorders
Jiménez-Muñoz, L., Peñuelas-Calvo, I., et al. (2022).
Journal of Autism and Developmental Disorders, 52(1), 169-188.
This systematic review investigates the effects and feasibility of video game-based interventions on outcomes (e.g., attention, executive function, social skills, daily life skills) in children, from birth to 18 years old, on the autism spectrum.
Instituto de Salud Carlos III (Spain); Conchita Rábago Foundation (Spain)
From database inception to January 25, 2021
Original, published, peer-reviewed intervention studies with 6 or more participants that report effectiveness and feasibility. Excludes proofs of concept, protocols, and studies lacking measurable outcomes.
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Eleven studies investigating the use of video game-based cognitive training reported inconsistent outcomes. Two studies found no significant improvement. The remaining studies reported improvements across a variety of domains: reading skills, academic performance (i.e., nonverbal skills, math performance, reading comprehension, and copying rate), reaction time, imitation, self-esteem, parent-child relationships, flexibility, concentration, attention, and executive function. Most studies reported high participation, low dropout, and nearly 100% intervention completion rates indicating the acceptability of video game-based interventions. Due to a small number of heterogeneous studies with small sample sizes and modest effect sizes, the authors conclude that video game-based interventions show promise but require additional research.
Two studies investigating the use of video game-based neurofeedback training reported varying outcomes. One study found improvements in attentional control and sustained attention. Another study found no significant difference in child-rated anxiety and a decrease in parent-rated anxiety. Most studies reported high participation, low dropout, and nearly 100% intervention completion rates indicating the acceptability of video game-based interventions. Due to a small number of heterogeneous studies with small sample sizes and modest effect sizes, the authors conclude that video game-based interventions show promise but require additional research.
The majority of studies (4/5) investigating the use of video game-based social skills training (e.g., virtual learning environments, collaborative problem solving) found significant improvements across a variety of areas (e.g., collaboration, valuing peers, positive peer social interactions, brain activity). Most studies reported high participation, low dropout, and nearly 100% intervention completion rates indicating the acceptability of video game-based interventions. Due to a small number of heterogeneous studies with small sample sizes and modest effect sizes, the authors conclude that video game-based interventions show promise but require additional research.
