Background. Autism Spectrum Disorder is often associated with deficits in executive functions (EFs), which is contributing significantly to individuals with ASD’s difficulties in conducting an independent life, particularly considering social skills. Technologies offer promising opportunities to structure EF intervention programs for children on the autistic spectrum. Methods. This study aimed to review the effectiveness of randomized controlled trials or quasi-experimental studies of EF interventions delivered to children and young people (up to 23 years old) with a diagnosis of ASD. A special focus was dedicated to document the effectiveness of computerized and non-computerized cognitive training on (1) EFs and on (2) ASD symptomatology and social skills. Of 2601 studies retrieved, 19 fulfilled the inclusion criteria. Results. Most of the interventions identified were effective in enhancing EFs and reducing symptoms in children and young people with ASD. Limited evidence is available on their generalization to untrained skills (i.e., social abilities) as well as long-term effects. Conclusions. There is growing evidence for overall effectiveness of EF training, particularly when computerized. However, caution should be taken when interpreting these findings owing to methodological limitations, the minimal number of papers retrieved, and a small samples of included studies.

Over the past 20 years, the proposal that immersive media, such as video games, can be leveraged to enhance brain plasticity and learning has been put to the test. This expanding literature highlights the extraordinary power of video games as a potential medium to train brain functions, but also the remaining challenges that must be addressed in developing games that truly deliver in terms of learning objectives. Such challenges include the need to: (1) Maintain high motivation given that learning typically requires long-term training regimens, (2) Ensure that the content or skills to be learned are indeed mastered in the face of many possible distractions, and (3) Produce knowledge transfer beyond the proximal learning objectives. Game design elements that have been proposed to support these learning objectives are reviewed, along with the underlying psychological constructs that these elements rest upon. A discussion of potential pitfalls is also included, as well as possible paths forward to consistently ensure impact.

Background: Collaborative storytelling can be a helpful tool to promote cognitive and social skills in adolescents with neurodevelopmental disorders.Aims: The current study aimed to explore the benefits of collaborative storytelling using traditional (TST), digital (DST), and tangible digital (TDST) methodologies.Materials and Methods: Fourteen Spanish students with mild to moderate intellectual disability and other neurodevelopmental comorbid disorders participated in collaborative storytelling sessions in the classroom, following an experimental, mixed, and cross‐sectional design. The study comprised three individual assessments of narrative skills and eight collaborative storytelling sessions using different storytelling methodologies. Individual and collaborative stories were videotaped, transcribed verbatim, and analysed for formal and content characteristics. Behaviours and interactions during the collaborative storytelling were analysed for each group and session.Results: The results show a positive effect of collaboration on students' stories, compared to individual performance, regardless of the methodology used.Conclusion: Collaboration, technological device handling, and shared storytelling did not present a barrier for the participants.

The use of assistive technology in the field of inclusive education has expanded significantly. This exploratory study examines the impact and acceptability of two gamified digital tools in enhancing motivation and engagement, as well as supporting the acquisition of decoding and writing skills over a 12-hour intervention period. The project involves children aged 8-10 years old with special educational needs (SEN) in school and clinical settings. After confirming no significant differences in learning outcomes between the two gamified tools in a cohort of 67 neurotypical children, the study proceeds to analyse performance across various groups. Firstly, a comparison is made between neurotypical students and those with SEN in schools. Secondly, performance is compared between groups of children with SEN who underwent training either collectively (14 students in a school setting) or individually (15 students in a children's centre). Preliminary results indicate improvements in decoding fluency, accuracy, and writing skills across groups, with a high level of acceptance reported by participants. However, the lack of statistical significance in some measures, particularly among SEN groups, highlights the need for personalised approaches and further investigation. These findings emphasise the potential of gamified interventions as complementary tools to traditional methods, promoting inclusivity and motivation in diverse learning environments. Future research should validate these outcomes through larger samples and randomised controlled trials to better understand the impact of gamification on learning processes.