Supporting Social and Communication Outcomes in Children with Autism Spectrum Disorder via Mobile Device-Based Interventions: A Systematic Review

Children diagnosed with Autism Spectrum Disorder (ASD) often encounter significant challenges in social interaction and communication. The integration of portable devices (e.g., mobile phones and tablets) into educational frameworks is transforming the support landscape for students with ASD, with these devices serving as feasible and potentially advantageous delivery platforms for interventions targeting selected, directly trained outcomes. The objectives of this review are threefold: (a) to synthesize peer-reviewed research regarding the use of portable devices to enhance social skills in children with ASD; (b) to evaluate and analyze the efficacy of these digital interventions; (c) to identify current limitations in the literature while providing evidence-based recommendations for practitioners, educators, and future research. The review was conducted and reported in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. A systematic search was conducted using the following electronic databases: (a) PsycINFO, (b) Education Resources Information Center (ERIC), (c) Scopus, and (d) Web of Science. Fourteen studies were included, comprising a total of 201 children: 154 children with ASD and 47 typically developing children who served as an active control group in one study. Ten studies employed single-case experimental designs, whereas four used group-based research designs. Given the heterogeneity in study designs and outcome measures, the findings were synthesized narratively rather than through a meta-analysis. Data on intervention components, implementation strategies, and outcomes were extracted. The findings indicate that portable devices may offer a feasible and potentially advantageous means of delivering interventions for selected, directly trained outcomes in children with ASD; however, the strength and consistency of the evidence varied across studies and research designs. Several studies reported improvements in targeted communication, social–emotional, and interpersonal outcomes, whereas evidence regarding the generalization and maintenance of these improvements remained comparatively limited. The current evidence base does not support firm conclusions regarding their overall effectiveness in improving social skills. The available literature also exhibits considerable variability in sample sizes, study designs, outcome measures, and follow-up durations. Future research should prioritize rigorous designs, including studies with larger samples and long-term follow-up to assess the sustainability of outcomes.