What do digital tools add to classical tools for sociocommunicative and adaptive skills in children with autism spectrum disorder?

Background. Very little is known about the effects of interventions using digital tools versus classical tools in children with autism spectrum disorder associated with intellectual developmental disorder (ASD IDD). Method. Over a period of 12 months, 11 children (mean age: 9 years and 8 months) used applications on a touch tablet (AMIKEO, Auticiel®) to work on their communication, autonomy and socialization skills, while 11 others (mean age: 9 years and 2 months) worked on these skills using classical tools, i.e. those recommended by Evidence-Based Practices (EBP). The children’s skills were assessed using the Vineland adaptive behavior scale (VABS) scores for socialization, autonomy, and communication before and after this 12-month period. Results. Children using the apps significantly improved their overall VABS score at the end of the year, whereas children using conventional tools did not significantly improve. Conclusions. Digital tools could therefore have an advantage over conventional tools in facilitating the learning of children with ASD IDD.