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Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by persistent impairments in social communication and interaction, which significantly affect children’s adaptive functioning in daily life. Consequently, the development of social skills remains a critical focus in educational and therapeutic interventions. In recent years, digital technology has been increasingly explored as a complementary approach to support social skill development. This study aims to systematically review and synthesize empirical evidence regarding the use of digital interventions to improve social skills in children with ASD. The review focuses on digital approaches integrating behavioral principles, including Early Intensive Behavioral Intervention (EIBI), gamification, interactive e-books, and multimodal platforms. A Systematic Literature Review (SLR) was conducted in accordance with PRISMA guidelines, with literature searches conducted across Scopus, Web of Science, PubMed, ERIC, and Google Scholar. In addition, a bibliometric analysis using the Bibliometrix package was employed to map research trends and publication patterns in this field. Of the 228 identified articles, 7 studies met the inclusion criteria and were included in the final synthesis. The findings suggest that digital interventions have the potential to improve social interaction, communication, and engagement among children with ASD. However, the evidence varies depending on intervention type, study design, and implementation context. Gamification-based interventions and interactive e-books appear promising in enhancing motivation and participation, while EIBI-based digital approaches support structured skill development. The bibliometric analysis indicates a growing, multidisciplinary research trend, although its contribution is primarily descriptive, mapping the field. In conclusion, digital interventions may serve as a complementary approach to support social skill development in children with ASD. Nevertheless, given the limited number of included studies and their methodological heterogeneity, further rigorous, context-sensitive research is required.

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309

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