The present work analyses a study, conducted among Bulgarian speech and language pathologists - SLTs on the use of educational computer games in their practice, attitudes and perceptions, related to it, as well as the type of deficits they tackle, and its effects and expected outcomes. 103 participants answered 26 questions in a survey, designed by the authors, related to the educational computer games use. The study shows a widespread use of games without overuse and need of structured policy development for specialized educational computer games elaboration to support the work of the SLT in the country.

The paper presents the results of Educational computer's game application for social skills training by recognizing and naming emotions in children with Autism spectrum disorder (ASD). The educational computer game was developed on the basis of the ability model of Emotional intelligence. The main target of the game is to develop skills in children with ASD for emotional recognition, understanding and naming using story-based (plot) pictures and emoticons. The educational computer game was incorporated in the e-learning platform Moodle. The paper presents a case of a child with ASD and the results from a repeated application of the game. An analysis was made of the upgrading the skills for recognizing the emotions by counting the mistakes, searching for additional information, correct and false attempts in the individual modules of the game as well as the time for completing the tasks. Additionally, a survey for the parents was applied to collect information about the behavior of the child, his interest in the game and his motivation. The results show the need for short instruction, use of simple words and the game's positive effect on recognizing emotions.

The data available for changes in the behavior and emotional state of children with ASD (autism spectrum disorder) in lockdown situations are controversial and scarce. In our research, we compare results before the first COVID-19 lockdown of 21 children with ASD and 21 typically developing children, four to five years of age with those obtained immediately after. The study attempts to answer the question of whether there are changes in the levels of emotional and behavioral problems in children with ASD after the lockdown and how these new living conditions affect some aspects of their functioning. The instruments used for data analysis are the Childhood Autism Spectrum Test (CAST); Child Behavior Checklist (CBCL); Survey on the consequences of COVID-19 on the life and development of the participants. No significant differences in the emotional and behavioral state of the participants were found, except for attention deficit/hyperactivity problems where ASD children showed lower levels after the lockdown. ASD group parents’ answers to the survey pointed towards more positive consequences of staying at home. Some reported they had more time for learning together, communicating, playing, and assisting the learning process through online therapy. As negatives, the parents of ASD children reported low physical activity, increased time with electronic devices, and time spent with the same people. Caregivers of typically developing children agreed that the lockdown had only negative effects. To conclude, for children with ASD in the study, the lockdown period demonstrated that more time spent with parents in structured everyday activities is an opportunity that can lead to positive results in their behavior.