Virtual reality in communicative learning tools for children with autism spectrum disorders a systematic literature review

Abstract

The use of virtual reality in communicative learning tools for children with autism spectrum disorder (ASD) has become a common component for the treatment and improvement of their communication skills and social insertion. This review aims to identify the tools and solutions developed for communicative learning in infants with autism spectrum disorder (ASD), being these solutions an alternative therapy for communicative development. Method: A systematic literature search and selection was developed, based on the principles of the PRISMA statement. We found 103 original articles found in Scopus and filtered by keyword, of which 18 studies met the eligibility criteria for the research. Results: Technological solutions incorporating virtual reality tools showed a main advance in the communicative development of those involved in this article review, there are different solutions and forms of intervention of these tools that allow to include as a therapeutic tool for communicative improvement in children with ASD. Conclusions: It is demonstrated results obtained in each continuous intervention help to build their own scenarios, self-help in communicating with peers, differentiating danger and requesting help virtually.